tesol 2012 games handout final

7/31/2019 Tesol 2012 Games Handout Final

1/17

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.

1


2/17



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


3/17



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


4/17


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)


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.


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.

2


5/17


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


6/17


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.


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?

3


7/17


PPPiiiccctttuuurrreee iiittt!!!

Level: All

Focus: Grammar: Any grammar structure

Materials: paper to draw on & markers

timer


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.


4


8/17


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.

5


9/17


Come on! Give me a Break!

Sample #1

AIRPORT WORK CLASSROOM STORE

Sample #2

HOME DOCTORS

OFFICE

PUBLIC

TRANSPORTATION PARTY

5a


10/17


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.

6


11/17


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


12/17


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


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.


7


13/17


YYYeeeaaahhh,,, rrriiiggghhhttt!!! AAAsss iiifff!!!

Sample:

FAMILY WORK FRIENDS RETAIL

SCHOOL/

WORK

SOCIAL

EVENT

SPORTS/

RECREATION

PUBLIC

PLACES

7a


14/17


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

8


15/17


TTTiiiccc TTTaaaccc TTToooeee!!!

Level: All

Focus: Grammar: All

Materials: a grid with 9 squares


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.

9


16/17


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


17/17


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

tesol 2012 games handout final

Documents