spotlight session final grammar games handout xela 2015

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


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!!!


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 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.


EEExxxcccuuussseee mmmeee!!! III’’’mmm 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 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


EEExxxcccuuussseee mmmeee!!! III’’’mmm lllooosssttt!!!

Library Post Office

Park Gym

Park Garage


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.


MMMiiinnneee iiisss bbbiiiggggggeeerrr ttthhhaaannn yyyooouuurrrsss!!!

1 in the home

2 in the school

3 family members

4 cities

5 animals

6 possessions


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.



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



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


YYYooouuu'''rrreee GGGiiivvviiinnnggg MMMeee aaa CCCOOOMMMPPPLLLEEEXXX!!! Level: Intermediate

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.


YYYooouuu'''rrreee gggiiivvviiinnnggg mmmeee aaa CCCOOOMMMPPPLLLEEEXXX!!! Sample Conjunction Grid

TIME CAUSE & EFFECT OPPOSITION CONDITION

after because although if

before since though unless

when because of even though only if

while as despite the fact that

whether or not

since due to the fact that

but even if

until so in case

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 ...


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?


PPPiiiccctttuuurrreee iiittt!!!

Level: All

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.


CCChhhaaaiiinnn RRReeeaaaccctttiiiooonnn!!!

Level: All

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.


CCChhhaaaiiinnn RRReeeaaaccctttiiiooonnn!!!

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.


RRRiiiddddddllleeesss!!! RRRiiiddddddllleeesss!!! RRRiiiddddddllleeesss!!!

Level: high beginners/ intermediate

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.



Riddles Answers

1.What has keys but can’t open any doors?

2.What has hands but can’t clap?

3.What can go all around the world but stays in a corner?

4.What has a lot of holes but can still hold water?

5. What runs but never walks; has a bed but never sleeps?

6.You can’t touch me but

you can feel me. You can go into me but you can’t open me. What am I?

7. What instrument can you hear but never see?

8. If I have it I can’t share it. If I share it I can’t keep it. What am I?

9.What can you catch but you can’t throw?

10. What has an eye but can not see?



Riddles Answers

1.What has keys but can’t open any doors?

A piano key board

2.What has hands but can’t clap?

A clock or a watch

3.What can go all around the world but stays in a corner?

A stamp

4.What has a lot of holes but can still hold water?

A sponge

5. What runs but never walks; has a bed but never sleeps?

A river

6.You can’t touch me but you can feel me. You can go into me but you can’t open me. What am I?

A shadow/ sunshine

7. What instrument can you hear but never see?

A voice

8. If I have it I can’t share it. If I share it I can’t keep it. What am I?

A secret

9.What can you catch but you can’t throw?

A cold

10. What has an eye but can not see?

A needle


CCCrrraaazzzyyy CCCaaattteeegggooorrriiieeesss!!!

Level: All

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.



Fruits and vegetables Cities

Sports or exercise words

Professions/ Jobs School subjects

Animals Boy’s name Girl’s name Countries

Things to wear Actions Hobbies



( easier version 2)

Fruits Cities

Sports or exercise words

School subjects Vegetables

Animals Boys’ names Girls’ names

Countries Things to wear

Actions Hobbies Colors

Languages

In this version you don’t need to use a specific letter of the alphabet to begin the words, but you need to have three words in each category.


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 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.


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


BBBoooaaarrrddd GGGaaammmeeesss!!!

Level: All

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.


21

TIME EXPRESSIONS: Simple Present, Simple Past, Simple Future & Present Perfect

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

\

Sunday mornings

?

usually

.

for 3 weeks

.

next summer

?

tomorrow

evening

?

You're the teacher's pet.

Go forward 4

spaces.

in 5 days

.

for ages

.

since I was a

child

.

.

soon

.

rarely

.

tonight

.

You didn't do your

homework. Go back 4 spaces.

recently

.

ever

?

last night

?

just

.

You did well

on the test.

Go forward

5 spaces.

yet

?

never

.

usually

.

a few

days ago

.

already

?

You forgot

your wallet.

Go home.

last summer

?

next year

.

every day

?

START

HOME

FINISH

SCHOOL

1 3 2

4

5

6 7 8 10 9

11

12 14 13

15 16

17

18 19

27 26

20 21

25 24

23

22


21

Player 1 Player 2 Player 3

©Tina Intini & Irene McKay

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

\

Present

Question

Present

Statement

Present

Perfect Statement

Future

Question

Future Question

You're the

teacher's pet.

Go forward 4 spaces.

Future

Statement

.

Present Perfect

Statement

Present Perfect

Statement

Future

Statement

Present

Statement

Future

Statement

You didn't do

your homework.Go

back 4 spaces.

Present

Perfect

Statement

Present

Perfect Question

Past

Question

Present Perfect or

You did well

on the test.


Present Perfect

Question

Present Perfect or

Past

Statement

.

Present

Statement

Past Statement

Present Perfect

Question

You forgot

your wallet. Go home.

Past

Question

Future

Statement

Present

Question

START

HOME

FINISH

SCHOOL

1 3 2

4

5

6 7 8 10

9

11

12 14 13 15

16

17

18 19

27 26

20 21

25 24

23

22


21

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.

I can't fall asleep

BECAUSE OF

There are no classes on

Monday DUE TO

It's raining really hard,

SO

I can't lend you

any money BECAUSE

She's beautiful, SO



I'm exhausted,

SO

My parents miss me very much

BECAUSE

She went to the

hospital BECAUSE

I am exhausted BECAUSE

He won the

lottery, SO

My parents miss me very much,

SO

You didn't do your

homework.

Go back 4

spaces.

It was snowing;

THEREFORE,

I couldn't go to the party last

Saturday BECAUSE

He fell in love

with her BECAUSE OF

I can't fall asleep,

SO

You did well

on the test.


He called his girlfriend BECAUSE

The bus is late DUE TO

I am going to be late for school BECAUSE OF

He can't speak English;

THEREFORE,

The earthquake destroyed many

buildings, SO

You forgot


I need to buy a

new laptop BECAUSE

She didn't study for the test; THEREFORE

The flight was

cancelled DUE TO

START

HOME

1 3 2 4

5

6 7 8 10 9

11

12 14 13 15 16

17

18 19

27

26

20 21

25 24

23

22

FINISH

SCHOOL


21


Intini & Irene McKay

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.

I can't fall

asleep BECAUSE OF+ noun (reason)

There are no classes on

Monday DUE TO + NOUN

(reason)

It's raining really hard,

SO+ Subject + Verb (result)

I can't lend you any money BECAUSE +

subject + verb (reason)

She's beautiful SO+

subject+verb (result)

You're the

teacher's pet. Go forward 4

spaces.

I'm exhausted,

SO + subject+verb

(result)

My parents miss me very much

BECAUSE + subject +verb

(reason)

She went to the

hospital BECAUSE+

subject +verb (reason)

I am exhausted

BECAUSE + subject+verb

(reason)

He won the

lottery, SO+


My parents miss me very much,

SO + subject

+verb(result)

You didn't do

your homework.

Go back 4 spaces.

It was snowing; THEREFORE, + subject + verb

(result)

I couldn't go to the party last

Saturday BECAUSE +

subject +verb (reason)

He fell in love with her

BECAUSE OF+ noun (reason)

I can't fall asleep,

SO+ subject+verb

(result)

You did well

on the test.

Go forward

5 spaces.

He called his girlfriend

BECAUSE + subject+verb

(reason)

The bus is late DUE TO +

noun

(reason)

I am going to be late for school BECAUSE OF +

noun (reason)

He can't speak English;

THEREFORE, + subject+ verb

(result)

The earthquake destroyed many

buildings, SO+


You forgot


I need to buy a new laptop BECAUSE +

subject+ verb (reason)

She didn't study for the test; THEREFORE


The flight was cancelled DUE TO +

noun (reason)

START

HOME

4

5

6 7 8 10 9

11

12 14

13 15 16

17

18 19

27 26

20 21

25 24

23

22

FINISH

SCHOOL

START

HOME


21

1 3 2

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.

I have never been to Europe,

I can't go to the party,

I didn't do my homework,

I have to go to the bank after school today,

I am watching TV. now,

You're the

teacher's pet.

Go forward 4

spaces.

I usually buy a

coffee and donut at coffee

break,

I don't like winter,

I lost my dictionary,

I wasn't at

school yesterday,

I am always late for school,

I go to the gym every day,

You didn't do your


I am going to Italy next summer,

I really should study harder,

I can speak 4 languages,

I thought the test was hard,

You did well

on the test.


I am going to clean my room

tonight,

I didn't have to hand in my homework,

I have just finished my

work,

I really should be going now,

I went to Montreal last

weekend,

You forgot


I am married,

I didn't understand the

teacher,

I haven’t done my homework

yet,

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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.

I have never

been to Europe, neither have I.

I can't go to the party,

neither can I.

I didn't do my homework,

neither did I.

I have to go to the bank after school today,

so do I.

I am watching TV. now, so am I.



I usually buy a

coffee and donut at coffee

break, so do I.

I don't like

winter, neither do I.

I lost my

dictionary, so did I.

I wasn't at school

yesterday neither was I.

I am always late

for school, so am I.

I go to the gym

every day, so do I.

You didn't do your

homework.

Go back 4

spaces.

I am going to Italy next summer, so am I.

I really should study harder, so should I.

I can speak 4 languages, so

can I.

I thought the test was hard,

so did I.

You did well

on the test.


I am going to

clean my room tonight, so am I.

I didn’t have to

hand in my homework,

neither did I.

I have just finished my

work, so have I.

I really should

be going so should I.

I went to Montreal last

weekend, so did I.

You forgot


I am married, so am I.

I didn't

understand the teacher,

neither did I.

I haven’t done my homework

yet, neither have I.

2

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SCHOOL

1

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.

What do you like to spend time doing?

What’s something you

have always imagined doing?

What do you

want the teacher to teach

you?

What do you

want your classmates to

do?

What crime

have you considered

committing?

You're the

teacher's pet.


What do you forget to do sometimes?

What is

something that you miss doing?

What's one thing that you have promised

to do?

What's

something you can't help

doing?

What don't you mind doing?

What's a bad habit that you

quit doing?

You didn't do your


What did your parents forbid

you to do when you were a

child?

What's something you

can't resist doing?

Have you ever refused to do something?

What?

What do you remember doing

as a child?

You did well

on the test.


What do you intend to do

when you finish this program?

What's

something you have stopped

doing?

What activity do

you look forward to?

What do you

plan to do this summer?

What household chore do always

you put off doing?

You forgot


What do you love doing on

Sundays?

What do you enjoy doing on

weekdays?

What can’t you stand doing?

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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.

What do you like to spend time doing?

GERUND

What’s something you

have always imagined doing?

GERUND

What do you want the

teacher to teach you?

INFINITIVE

What do you want your

classmates to do?

INFINITIVE

What crime have you

considered committing?

GERUND

You're the teacher's pet. Go forward 4

spaces.

What do you forget to do sometimes? INFINITIVE

What is something that you miss doing?

GERUND

What's one thing that you have promised

to do? INFINITIVE


can't help doing?

GERUND

What don't you mind doing?

GERUND

What's a bad habit that you

quit doing? GERUND

You didn't do

your homework. Go back 4 spaces.

What did your

parents forbid you to

do when you were a

child?

Infinitive


can't resist doing?

GERUND

Have you ever refused to do something?

What? INFINTIVE

What do you

remember doing as a child? GERUND

You did well

on the test.

Go forward

5 spaces.

What do you intend to do

when you finish this program? INFINITIVE

What's something you have stopped

doing? GERUND

What activities do you look forward to?

GERUND

What do you plan to do this

summer? INFINITIVE

What household chore do you put off doing?

GERUND

You forgot


What do you love doing on

Sundays? GERUND or INFINITIVE

What do you enjoy doing on

weekdays? GERUND

What can’t you stand doing? GERUND or INFINITIVE

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21

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.


What do you

wish about your classmates?

What do you

wish you could do?


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


Where do you

wish you could go this

weekend?

What do you wish about your

teacher?


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


What's one thing you wish were different about this city?


different in personality?

What do you wish you had known when you were a teenager?

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WISH: PRESENT & PAST ANSWER KEY

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



What do you wish about

your classmates?

wish + past

What do you wish you could

do?

wish + past


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


teacher? wish + past


family? wish + past

How do you wish

you were different in appearance?

wish + past

You did well

on the test.


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


What's one thing you wish were different about this city?

wish + past


different in personality?

wish + past

What do you wish

you had known

when you were a

teenager? wish + past perfect

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21

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.

What is a place everybody

should visit?

What were some things you had to do when

you were a teenager?

Why did the dinosaurs disappear?

What might have happened?

What is something you shouldn’t do at

a party?

What should your parents

have done when you were younger?



What is

something teachers have

to do?

What should a good doctor be

like?

Who do you think might

have built the pyramids?

Where do you think you might

be five years from now?

What is something everybody

should try once?

What is one thing men don’t

have to do?

You didn't do your

homework.

Go back 4

spaces.

What do you think might

happen to the population of

the world in the future?

What did you

have to do before you came to this school?

What is one

thing women don’t have to

do?

What’s one thing you

shouldn’t do to your friend?

You did well

on the test.


What is one thing you didn't have to do when

you were a teenager?

What did your grandparents

have to do that you don't?

What shouldn’t ESL students do

in class?

What is one thing you

shouldn't have done when you were younger?

What do you think might

happen to the weather in the

future?

You forgot


What do you think this city

might be like in 20 years?

What should all

ESL students do?

What do you have to do every day?

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MODALS: should/must/have to/might ANSWER KEY

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.

What is a place everybody

should visit? …should + verb

What were some

things you had to

do when you were

a teenager?

… had to + verb

Why did the dinosaurs disappear?

…might have +p.p.

What is something you shouldn’t do at

a party? …shouldn’t + verb

What should your

parents have done

when you were

younger?

…should have +

p.p.



What is something

teachers have to do?

… have to + verb

What should a good doctor be

like? … should + verb

Who do you think might

have built the pyramids?

…might have + p.p.

Where do you think you might

be five years from now?

…might + verb

What is something everybody

should try once? …should + verb

What are some

things men don’t

have to do?

…don’t have to

+ verb

You didn't do your

homework.

Go back 4

spaces.

What do you think

might happen to

the world in the

future?

…might + verb

What did you have to do

before you came to this school?

… had to + verb

What’s one thing

you shouldn’t do

to your friend?

…shouldn’t + verb

What are you supposed to say

when you burp?

…supposed to

+verb

You did well

on the test.


What were some things you didn't

have to do when

you were a

teenager?

…didn’t have to

+ verb

What did your grandparents have

to do that you

don't?

…had to + verb

What shouldn’t ESL students do

in class? …shouldn’t

+verb

What are some things you

shouldn't have

done when you

were younger?

…shouldn’t have +

p.p.

What do you think may

happen to the weather in the

future? may+verb

You forgot


What do you think this city

might be like in 20 years?

…might + verb

What should ALL ESL

students do? …should +verb

What do you have to do every day? …have to+

verb

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spotlight session final grammar games handout xela 2015

Education

team member

team b students

adverb team b

team b guesses

team b writing

teams description

student practice

question form