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26.07.2018

Teaching foreign language cannot be  imagined in dry and dull ESL vocabulary and grammar classes. English teaching class is always an opportunity for fun. During classtime there are, of course, periods of  focused concentration, especially during the first phases of the lesson  when the students are trying to grasp an initial understanding of the form and meaning of a structure. We, as teachers, should  know that even during those phases, explanations and examples can be enlivened by funny sentences using the students’ names or by fun demonstrations or pantomimes.

Interaction and group participation engage students and make information more memorable and relevant. Many people approach grammar far too seriously, with long, unsmiling faces, in plodding academic style. Many teachers make up games as they go along  and create interactive activities out of grammar exercises. But the question is ‘Can we make also grammar interacted lessons’?

Here is given types of activities and games to satisfy all teaching styles. You can use it in your all grammar explanations. But before beginning all these grammar exercises the classroom should be physically rearranged to facilitate working in pairs or groups. However, should this not be possible, even the more traditional front-facing rows of desks can be easily adapted to pairwork or groupwork. For pairwork, students can either work with the person sitting next to them or the person in front of or behind them. For groupwork, two students can easily  turn their chairs round to face two others behind them. Where you have an uneven number of students in the class, most pairwork activities can be done by three people (if necessary, two student against one). 

The teacher is mainly responsible for preparing the materials in sufficient quantities, explaining clearly what is to be done, checking answers at the end of an activity. Once an activity has started, students work independently of the teacher at their own pace. The teacher goes round the classroom, listening and monitoring progress and only helping if absolutely necessary.

 

  1. Round up (adverbs of frequency)

Dynamic: Whole class

Time: 20 minutes

Procedure: 1. Prepare one card for each student(3”x 5” cards with a frequency  adverb written on each). The words should be large and in dark ink so that all the students will be able read them.

Depending on the size of the class, you may have to duplicate cards or play in two rounds. (For example, divide the class in half and have the first group come to the front of the class. When they are finished, have the second group come up.)

 

FREQUENCY ADVERBS: always, almost always, usually, often, sometimes, frequently, generally, occasionally, seldom, rarely, never, almost never, hardly ever

 

2. The students form a circle, either sitting or standing. Ask who has the best memory. Start with the person next to the volunteer so that the person who said he/she has the best memory will be last. (If you know who your weaker/quieter student is, start with him/her.)

3. Each student makes a sentence using his/her frequency adverb, but no writing is allowed at any time.

Examples: Never: I never eat fast food.

Always: I always brush my teeth.

Seldom: I seldom study for tests.

 

4. Holding the card with the frequency adverb toward the circle, the first student says his/her sentence. The second student says his/her sentence and repeats the first student’s sentence. The third student says his/her sentence and repeats the first two sentences, and so on around the circle until the last student, who says his/her sentence and repeats the sentences from everyone in the group. Don’t allow any writing, but do allow gestures and even one or two helpful words from the other students.

Example:

Student 1: I never eat fast food.

Student 2: I always brush my teeth, and Samandar never eats fast food.

Student 3: I seldom go to library,  Ahmad always brushes her teeth, and Samandar never eats fast food.

Student 4: I usually go to bed at 11, Sarvara seldom goes to library,  Ahmad always brushes her teeth, and Samandar never eats fast food.

 

SUGGESTION: You may want to choose a topic before playing so

everyone’s sentences will relate to that topic.

  1. What is on the progress? (for Continuous Tenses)

Dynamic: Whole class

Time: 15 minutes

Procedure: 1. Ask any student in the class what time it is in our country at that moment.

2. Then ask the student who he/she lives with in their family?

3. Have the class speculate on what their family members are doing at that time. Ask questions of students at random.

 

Example: Is your mother making breakfast?

Is your mother working?

Is your brother watching TV?

Is your brother attending classes at the university?

 

4. The student who has provided time and family information should try to answer as best he/she can. For example, “I think so” or “Probably” are acceptable answers.

 

NOTE: Be sure the student provides only the names of family members in step 2 and does not give any additional information. He/she should not say I have a ten-year-old brother, and my mother is a nurse. Just have each student give the relationships: I have a brother and a mother.

 

  1. Scavenger hunt ( Identifying adjectives)

Dynamic: Groups

Time: 15 minutes

Procedure: 1. On the board, write a list of items you want the students to find a picture of. Each item should include an adjective and noun.

Examples:                   a happy person   an angry person

                                 a sad person        an unusual person

                                 a crying baby         a serious person

 

2. Divide the class into groups of three or four and give each group a couple of magazines (or assign each student to bring in a magazine as the previous night’s homework). Another method of distributing

magazines is to keep a pile of magazines on a table and restrict each group to two magazines at a time. In order to get a new magazine, they must trade in one of their two. In this way, the students are not limited to one or two magazines that may not have good pictures in them, but at the same time, they cannot “hog” a pile of magazines.

 

3. The students cut out the pictures so they can show them to the other groups. You may want them to paste the pictures on paper, hold them up, or arrange them on their desks or a table. The

students would then circulate to look at them.

 

4. You may want the groups to vote on which picture is the best example for each item. These could then be put together on a poster. Make them describe their pictures using new adjectives.

 

  1. Everybody can (Using can)

Dynamic: Whole class

Time: 10 minutes

Procedure: 1. Explain that a volunteer will leave the room. While this student is gone, you will give the class a word. When the volunteer returns, he/she will try to guess the word from class clues. The students will give clues using “can.”

2. When everyone understands the game, ask for a volunteer to leave. Write a word on the board and solicit clues from the class.

 

Example: Word: eggs

Clues: You can find them on a farm.

You can cook them.

They can break if you drop them.

If you want, go over strategy, such as using more general clues

first and saving very specific ones (such as “They can be found

under chickens”) until last.

 

3. When you have solicited approximately five clues, erase the words

on the board and call the volunteer back in. The class members

take turns giving their “can” clues. The volunteer tries to beat the

class by guessing the word before all the clues are given.

 

SUGGESTED WORDS: eggs, fish, wall, gloves, paper clips, bicycle, thermometer, printer, chalk, sheep.

 

PARVINA OMONOVA

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