spotlight session final grammar games handout xela 2015

Download Spotlight session final grammar games handout Xela 2015

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  1. 1. Grammar Games IGA National Teachers Conference Irene McKay & Tina Intini George Brown College, Toronto, Ont. Quetzaltenango, Guatemala 2015 Grammar Games Concurrent Session: Developing Grammar Games to Increase Learner Confidence, Independence and Excellence Spotlight Session: Grammar Games: A Platform for Developing Learner Confidence, Independence and Excellence Irene McKay & Tina Intini George Brown College Toronto, Ontario, Canada IGA National Teachers Conference Quetzaltenango, Guatemala July 2015
  2. 2. Grammar Games IGA National Teachers Conference Irene McKay & Tina Intini George Brown College, Toronto, Ont. Quetzaltenango, Guatemala 2015 Level: Beginner 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. 1 always 2 usually 3 often 4 sometimes 5 rarely 6 never HHHaaarrrdddlllyyy EEEvvveeerrr!!!
  3. 3. Grammar Games IGA National Teachers Conference Irene McKay & Tina Intini George Brown College, Toronto, Ont. Quetzaltenango, Guatemala 2015 AAArrreee yyyooouuu kkkiiiddddddiiinnnggg??? GGGeeettt ooouuuttt ooofff hhheeerrreee!!! Level: Any Level 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 its a lie, they say: Get out of here! Are you kidding? Seriously? If they think its the truth, they say: Oh, really? Thats interesting! 8. If Team B guesses correctly, they get a point. 9. Continue with the other team. 10. Model game before beginning.
  4. 4. Grammar Games IGA National Teachers Conference Irene McKay & Tina Intini George Brown College, Toronto, Ont. Quetzaltenango, Guatemala 2015 EEExxxcccuuussseee mmmeee!!! IIImmm lllooosssttt!!! Level: High Beginner/ Low Intermediate 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 Im 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 students guess is wrong, Team B gives the second clue using--- there is../are 9. Team B keeps giving clues with there is../areuntil 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
  5. 5. Grammar Games IGA National Teachers Conference Irene McKay & Tina Intini George Brown College, Toronto, Ont. Quetzaltenango, Guatemala 2015 EEExxxcccuuussseee mmmeee!!! IIImmm lllooosssttt!!! Library Post Office Park Gym Park Garage
  6. 6. Grammar Games IGA National Teachers Conference Irene McKay & Tina Intini George Brown College, Toronto, Ont. Quetzaltenango, Guatemala 2015 MMMiiinnneee iiisss bbbiiiggggggeeerrr ttthhhaaannn yyyooouuurrrsss!!! Level: Lower 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.
  7. 7. Grammar Games IGA National Teachers Conference Irene McKay & Tina Intini George Brown College, Toronto, Ont. Quetzaltenango, Guatemala 2015 MMMiiinnneee iiisss bbbiiiggggggeeerrr ttthhhaaannn yyyooouuurrrsss!!! 1 in the home 2 in the school 3 family members 4 cities 5 animals 6 possessions
  8. 8. Grammar Games IGA National Teachers Conference Irene McKay & Tina Intini George Brown College, Toronto, Ont. Quetzaltenango, Guatemala 2015 CCCooommmeee ooonnn 111 ooorrr 666!!! Level: All 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.
  9. 9. Grammar Games IGA National Teachers Conference Irene McKay & Tina Intini George Brown College, Toronto, Ont. Quetzaltenango, Guatemala 2015 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
  10. 10. Grammar Games IGA National Teachers Conference Irene McKay & Tina Intini George Brown College, Toronto, Ont. Quetzaltenango, Guatemala 2015 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
  11. 11. Grammar Games IGA National Teachers Conference Irene McKay & Tina Intini George Brown College, Toronto, Ont. Quetzaltenango, Guatemala 2015 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 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