Download - Tesol 2012 Games Handout Final
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7/31/2019 Tesol 2012 Games Handout Final
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Grammar Games: Developing Learner Independence & Excellence TIna Intini & Irene McKayTESOL 2012, Philadelphia, PA. George Brown College, Toronto, Ont.
CCCooommmeee ooonnn 111 ooorrr 666!!!
Level: All
Focus: Grammar:
Materials: 1 diecards with base form of verbs ( see 7a)noisemaker
Student Grouping: 2 teams
Description: For students to recall and practice using forms of irregular verbs.
Procedure: 1. Cut up the 1a 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 1b.
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.
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Grammar Games: Developing Learner Independence & Excellence TIna Intini & Irene McKayTESOL 2012, Philadelphia, PA. George Brown College, Toronto, Ont.
CCCooommmeee ooonnn 111 ooorrr 666!!!
become began break bring buy
eat fall hear Lose put
run sell fight forget make
draw dream drink drive do
find feel feed fight fly
get give grow go keep
have hear hit hold hurt
leave let lose lend cut
make meet catch read sleep
spend tell understand write win
wake wear throw think take
swim tell ride draw see
1a
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Grammar Games: Developing Learner Independence & Excellence TIna Intini & Irene McKayTESOL 2012, Philadelphia, PA. George Brown College, Toronto, Ont.
CCCooommmeee ooonnn 111 ooorrr 666!!!
Structure represented by the number on the die.
Sample #1
Sample #2
1 Score 1 point
2 past form of should
3 present form of should
4 present form of must (necessity)
5 past form of must (necessity)
6 Score 1 point
1 Score 1 point
2 Base form of verb
3 Simple Past
4 Past Participle
5 Present Participle
6 Score 1 point
1b
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Grammar Games: Developing Learner Independence & Excellence TIna Intini & Irene McKayTESOL 2012, Philadelphia, PA. George Brown College, Toronto, Ont.
YYYooouuu'''rrreee gggiiivvviiinnnggg mmmeee aaa CCCOOOMMMPPPLLLEEEXXX!!!
Level: Intermediate
Focus: Grammar: Complex Sentences
Language Function: Attending expressions: Oh, really! Oh, you dont say.Thats interesting. Hmm hmm
Is that so? Youre kidding!
Materials: a deck of playing cardsconjunction grid indicating what each suit represents ( see sample 2a)
grid with numbers and verbs (see sample 2a)
Student Grouping: 2 teams
Description: Two 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 8 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.
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Grammar Games: Developing Learner Independence & Excellence TIna Intini & Irene McKayTESOL 2012, Philadelphia, PA. George Brown College, Toronto, Ont.
YYYooouuu'''rrreee gggiiivvviiinnnggg mmmeee aaa CCCOOOMMMPPPLLLEEEXXX!!!
Sample Conjunction Grid
TIME CAUSE & EFFECT OPPOSITION CONDITION
after because although if
before since though unless
when now that even though only if
while as whereas whether or not
since in order that while even if
until so in case (that)
Sample Verb Grid
1 take the bus
2 lose weight
3 pass the exam
4 talk on the phone
5 win the lottery
6 be late for school
7 find a wallet
8 be homesick
9 eat dinner
10 visit the USA
Jack return home late
Queen do homework
King bake a cake
Ace kiss my ...
2a
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Grammar Games: Developing Learner Independence & Excellence TIna Intini & Irene McKayTESOL 2012, Philadelphia, PA. George Brown College, Toronto, Ont.
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?
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Grammar Games: Developing Learner Independence & Excellence TIna Intini & Irene McKayTESOL 2012, Philadelphia, PA. George Brown College, Toronto, Ont.
PPPiiiccctttuuurrreee iiittt!!!
Level: All
Focus: Grammar: Any grammar structure
Materials: paper to draw on & 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 its
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 byusing 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.
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Grammar Games: Developing Learner Independence & Excellence TIna Intini & Irene McKayTESOL 2012, Philadelphia, PA. George Brown College, Toronto, Ont.
CCCooommmeee ooonnn!!! GGGiiivvveee mmmeee aaa bbbrrreeeaaakkk!!!
Level: Intermediate
Focus: Grammar: Mustnt prohibition
Language Functions: stating prohibitionresponding to statements of prohibition
Expressions: Are you kidding?
Come on. Give me a break. No fair.
Really? Honestly? Are you sure? Really?
Thats news to me!
Materials: 1 deck of cards for each group
grid showing what situation each suit represents
Student Grouping: teams of 4
Description: Students practice making and responding to statements with mustnt.
Procedure: 1. Review modal of prohibition: mustnt.
2. Review expressions responding to prohibition.
3. Divide the class into groups of 4.
4. Model the game with 1 group.
5. Display the card suit grid. See 5A
6. Assign one student to be scorekeeper.
7. One student selects a card from the deck. Example: 5 of spades
8. Student must produce 5 statements with mustnt that are appropriate
to the situation spades represents (store)
9. The other 2 playing students respond with an appropriate statement.
10.The scorekeeper awards points as follows:
The student producing the sentences gets 1 point for each correct
statement. (the number of statements they need to produce is the
number on the card)
The scorekeeper at his discretion assigns 1 point to each of the other 2
players for their responses.
11. Begin game.
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Grammar Games: Developing Learner Independence & Excellence TIna Intini & Irene McKayTESOL 2012, Philadelphia, PA. George Brown College, Toronto, Ont.
Come on! Give me a Break!
Sample #1
AIRPORT WORK CLASSROOM STORE
Sample #2
HOME DOCTORS
OFFICE
PUBLIC
TRANSPORTATION PARTY
5a
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Grammar Games: Developing Learner Independence & Excellence TIna Intini & Irene McKayTESOL 2012, Philadelphia, PA. George Brown College, Toronto, Ont.
GGGrrraaammmmmmaaarrr WWWiiinnnkkk!!!
Level: All levels
Focus: Grammar: Verb tense: Have you ever
Language Function Asking for information; ending a conversation
Expressions: Wow, look at the time. I`ve got to go.
It was nice talking with you. Well, see you. Take care!
Sorry. I`ve got to run now. I have to leave now.
Materials: 1 deck of playing cards
Student Grouping: Whole class
Description: Students mingle in the classroom asking each other questions in the target
structure and completing a class survey. Amongst the students is a murderer.
Conversation carries on as the murderer kills players one by one by catchingtheir eye and winking at them. When a student is `killed` he must end the
conversation and sit down.The person who correctly guesses who the
murderer is wins.
Procedure: 1. Review the structure you want the students to practice.
2. Review expressions used to end a conversation.
3. From a deck of cards, sort out enough playing cards so that each student in
the class gets a card. Make sure to include the Ace of Spades.
4. Distribute a card to each student telling them NOT show their cards to
their classmates.
5. Tell the students to look at their cards. Tell the students that thestudent who has the Ace of Spades is the murderer. The murderer is going
to kill each of the players by winking at them one by one.
6. Handout a copy of the survey to each student. See sample survey 6A.
7. Tell the students that while they are walking around, talking with their
classmates and completing the survey, the murderer will wink at the
students.
8. Tell the students when the `murderer` winks at them, they must end
their conversation using an appropriate expression and sit down.
9. Whenever a student thinks they know who the murderer is, they use a
noisemaker (bike bell, clapper) to stop and state their guess.
10. If they are incorrect, they must sit down.
11. The game continues until someone guesses who the murderer is or
everyone is killed.
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Grammar Games: Developing Learner Independence & Excellence TIna Intini & Irene McKayTESOL 2012, Philadelphia, PA. George Brown College, Toronto, Ont.
GGGrrraaammmmmmaaarrr WWWiiinnnkkk!!!SSSaaammmpppllleee CCClllaaassssss SSSuuurrrvvveeeyyy
FFFiiinnnddd sssooommmeeeooonnneee wwwhhhooo hhhaaasss SSStttuuudddeeennntttsss
NNNaaammmeee
111... dddrrruuunnnkkk ccchhhaaammmpppaaagggnnneee
222... tttaaakkkeeennn aaa llliiimmmooouuusssiiinnneee
333... bbbrrroookkkeeennn aaa llleeeggg///aaarrrmmm
444... hhhaaaddd aaa hhhaaannngggooovvveeerrr555... wwwooonnn aaa ppprrriiizzzeee
666... lllooosssttt kkkeeeyyysss
777... bbbaaakkkeeeddd aaa cccaaakkkeee
888... nnneeevvveeerrr tttooolllddd aaa llliiieee
999... bbbeeeeeennn tttooo AAAfffrrriiicccaaa
111000... lllooosssttt ttthhheeeiiirrr ttteeemmmpppeeerrr
111111... bbbeeeeeennn iiinnn aaa hhhooossspppiiitttaaalll
111222... bbbrrroookkkeeennn aaa ppprrrooommmiiissseee
111333... kkkeeepppttt aaa dddiiiaaarrryyy
111444... gggooonnneee tttooo EEEuuurrrooopppeee
111555... mmmeeettt sssooommmeeeooonnneee fffaaammmooouuusss
6a
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Grammar Games: Developing Learner Independence & Excellence TIna Intini & Irene McKayTESOL 2012, Philadelphia, PA. George Brown College, Toronto, Ont.
YYYeeeaaahhh,,, rrriiiggghhhttt!!! AAAsss iiifff!!!
Level: Advanced
Focus: Grammar: Subjunctive
Verbs:ask/command/demand/insist/propose/recommend/request/suggest + thatExpressions: It is desirable/essential/important/necessary/vital + that
Language Functions: expressing requests/commands/suggestions
Agreeing/disagreeing
Agreeing: Well, ok. (if you insist) Disagreeing: What? Are you kidding?
I guess so. Yeah, right! As if!
Ok. (This time only!) Nope, not going to happen.
Certainly/Of course No, Im sorry.
Yes, sir/maam. Absolutely not!
Materials: 1 deck of playing cards
Student Grouping: 2 teams
Description: Students give commands/make suggestions/requests which are appropriate
to the situation. Students respond to the commands/suggestions/requests.
If the response is grammatically correct and appropriate, they respond with
an expression of agreement. If the response is incorrect, they respond with an
expression of disagreement.
Procedure: 1. Review the subjunctive.
2. Review expressions used to agree and disagree.
3. Divide the class into 2 teams.
4. Display what situation each suit represents. See 7a.5. Model the game.
6. Select 1 student from each team to come to the front of the class.
7. Ask one student to pick a card from a deck of cards.
8. Ask the student to give a command/suggestion/request appropriate to that
situation.
9. Tell the other student if the statement is grammatically correct and
appropriate, he should respond by using an expression of agreement.
If the command is not grammatically correct and or appropriate he should
respond by using an expression of disagreement.
Example: Student A selects a card: Example: Its a spade. = retail situation
Student A says: I insist that the manger give me a refund.Student B agrees or disagrees. (He should agree because the statement is
grammatically correct and appropriate.
10. It is possible for each member of the team to score a point.
11. Begin game with 1 student from each team.
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Grammar Games: Developing Learner Independence & Excellence TIna Intini & Irene McKayTESOL 2012, Philadelphia, PA. George Brown College, Toronto, Ont.
YYYeeeaaahhh,,, rrriiiggghhhttt!!! AAAsss iiifff!!!
Sample:
FAMILY WORK FRIENDS RETAIL
SCHOOL/
WORK
SOCIAL
EVENT
SPORTS/
RECREATION
PUBLIC
PLACES
7a
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Grammar Games: Developing Learner Independence & Excellence TIna Intini & Irene McKayTESOL 2012, Philadelphia, PA. George Brown College, Toronto, Ont.
CCCaaannn III cccooommmeee,,, tttoooooo???WWhhaatt''ss tthhee ccoonnnneeccttiioonn??
Level: Intermediate
Focus: Grammar: "going to" and "will"
Language Functions: expressing intentions/offers & accepting/refusing
Accepting: Of course. Certainly. That would be great. Sure, absolutely!Refusing: Im afraid not! Sorry! No! Im sorry. I dont think so.
Description: Students must guess what a list of items have in common.
Procedure: 1. Review the uses of "going to" for stating plans or intentions and "will
for offers.
2. Review expressions for accepting and refusing.
3. Model the game. Teacher thinks of items that have something in common.
Example: things that are red
4. Teacher says to the class:
Next weekend, I am going to go to Niagara Falls, and I'm going to take
some strawberries.
5. Teacher asks each student "What about you?
Student 1 says: I'll bring Can (may) I come?
If the item is red, teacher says: Yes! Of course!
If the item is NOT red, teacher says, Im sorry, you can't come.
6. Each student continues offering until one student guesses what all the items
have in common.
7. The student who guesses correctly starts a new game.
The teacher can provide some suggestions to the student who starts
the new game.
Suggestions: 1. items that have the same number of syllables
2. items that are the same color
3. items that begin/end with the same letter
4. items that begin with the same letter as the name of the student conducting
the game
5. items that have double letters
6. count/non-count items
7. items that are made of the same materials: glass/metal/wood/gold
8. items of the same category: fruits/vegetables/animals/clothing/objects
in a home/objects found in a classroom
9. items that are the same shape: round/flat/square10. same number of letters in the word
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Grammar Games: Developing Learner Independence & Excellence TIna Intini & Irene McKayTESOL 2012, Philadelphia, PA. George Brown College, Toronto, Ont.
TTTiiiccc TTTaaaccc TTToooeee!!!
Level: All
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 9A for 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 armsfor O`s.
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Grammar Games: Developing Learner Independence & Excellence TIna Intini & Irene McKayTESOL 2012, Philadelphia, PA. George Brown College, Toronto, Ont.
TTTiiiccc TTTaaaccc TTToooeee!!!Sample #1: Reviewing Verb Tense: Past Perfect
come hit watch
eat laugh sleep
clean make read
Sample # 2: Reviewing Modals
past form of
should
present of must
deduction
present of should
past of must
deduction past form of must
necessity
past negative of
must deduction
past of could
possibility must prohibition
present of
might
Sample #3: Reviewing Time Expressions
many years ago some day soon
since I was a
child
for many
years
usually
right now next week recently
9a
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Grammar Games: Developing Learner Independence & Excellence TIna Intini & Irene McKayTESOL 2012, Philadelphia, PA. George Brown College, Toronto, Ont.
BBBoooaaarrrddd GGGaaammmeeesss!!!
Level: All
Focus: Grammar: All
Materials: Board Games 10a, 10b, 10c, 10d, 10e, 10f, 10g
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.
10