Games with prepositions
PREPOSITIONS OF TIME AND PLACE
1. MAGAZINE SEARCH
Materials: Magazines to share in groups
Dynamic: Small groups
Time: 15 minutes
Procedure: 1. On the board, write a list of prepositions of place that the students have studied. Divide the students into groups of three or four and give each group several magazines. You may want to ask students to bring in their own. If you are supplying them, be sure that they have full-page ads or other large pictures.
2. Give the groups a time limit and have them search through their magazines to find a picture that contains situations illustrating prepositions of place.
3. When the time is up, each group goes to the front of the class, holds up its picture, and explains (in sentences) the contents of the picture, using prepositions of place.
Example: The dog is under the table.
The table is next to the man.
The table is in front of the window.
4. The group that found a picture allowing them to correctly use the most prepositions of place from the list on the board wins.
NOTE: With an intermediate group, choose a wider range of prepositions that they have already reviewed.
2. SCAVENGER HUNT
Materials: Worksheet 1.1, objects filled in various objects provided by instructor[5]
Dynamic: Pairs
Time: 20 minutes
Procedure: 1. Before students come into the classroom, distribute various objects around the room, placing them in visible positions that students can describe using their prepositions of place. List the objects on the worksheet.
2. Divide the class into pairs and give each pair a copy of the worksheet.
3. The students look around the room for each object listed on the worksheet and write a complete sentence describing its location. The first group to finish brings their worksheet to you to be checked. If the answers are correct, that group wins.
3. PREPOSITIONAL CHAIN DRILL
Materials: None
Dynamic: Whole class
Time: 10 minutes
Procedure: 1. Review prepositions of place.
2. Take a small object, such as a pen, and do something with it, then describe your action. (Put the pen on the desk and say, "I put the pen on the desk.")
3. Give the pen to a student and ask him/her, "What did I do with the pen?"
4. The student answers and then does something different with the object that involves a different preposition of place.
5. The student then passes the object to the next student and asks, "What did we do with the pen?" That student repeats what the teacher did and what the first student did with the object. The second student then does something different with the object before passing it to the third student.
Example:
Teacher: I put the pen on the desk. What did I do with the pen?
Alfredo: You put the pen on the desk. (to the next student, Damian) I put the pen above my head. What did we do with the pen?
Damian: The teacher put the pen on the desk. Alfredo put the pen above his head. I put the pen under my book. (to the next student) What did we do with the pen? etc.
6. This activity continues until no one can do something different with the pen that can be described using a preposition of place.
NOTE: You may want to write the prepositions that have been used on the board to help the students remember.
Variation: Give each student a card to use with a preposition of place on it.
4. ERROR ANALYSIS
Materials: Worksheet 1.2 or other similar picture[6]
Dynamic: Pairs
Time: 1. Divide the class into pairs. Give each pair a copy of the worksheet or other similar picture.
NOTE: If you are using your own picture, also give the pairs several sentences you have written about the picture, as on the worksheet. Some sentences should be accurate, and others incorrect.
2. The pairs read the sentences about the picture and decide if they are correct or incorrect in their preposition usage. If they are incorrect, they must correct them.
3. When a pair is finished, check their work. If this is a competition, the first pair to finish the worksheet correctly wins. If using this activity as a review activity, go over the answers together when everyone has finished.
SUGGESTION: As a follow-up activity, have each pair write 10 True/False sentences with which to challenge another pair.
5. PREPOSITION BEE
Materials: Worksheet 1.3 A or 1.3 B for instructor's use[7]
Dynamic: Teams
Time: 10 minutes
Procedure: 1. Divide the class into two teams. Have them line up along opposite walls, or arrange their desks in two lines.
2. The first student from Team A steps to the front of the class. Read a sentence, omitting the preposition. The student must fill in the blank. Several answers will probably be possible; give the team a point for any appropriate answer.
3. Alternate students from the two teams until everyone has had a turn or you are out of time. The team with the most points wins.
SUGGESTION: Instead of reading the sentences, use an overhead and reveal one sentence at a time. This avoids repetition and helps the students to focus on the sentence.
NOTE: You may want to make your own sentences based on the prepositions your class has covered. This activity could also be done at a higher level with sentences using phrasal verbs.
PHRASAL VERBS
1. CONCENTRATION
Materials: Board, instructor's grid
Dynamic: Groups
Time: 25 minutes
Procedure: 1. Draw a grid on the board with just the numbers. On a paper, your grid will have the answers written in.
NOTE: In the example below, the phrasal verbs have been taken from the list in Fundamentals of English Grammar. Several of the verbs in the chart below can take more than one particle, but the list is usually limited to one or two combinations. It is important to choose combinations you have studied and to limit entries so that three or even four matches are not possible. If you have studied more than one combination (such as ask out, ask over, and ask around,) and you want to review them using this activity, you will need to use some particles more than once. That way, the students will be able to make matches such as ask out, drop out, and so on. This chart is intended only as a model to help you explain the game; your own chart will be geared to the lessons in your class.
On the board:
Instructor's grid:
| 1 ask | 2 back | 3 drop | 4 up | 5 through |
| 6 around | 7 out | 8 off | 9 down | 10 fill |
| 11 in | 12 get | 13 write | 14 start | 15 throw |
| 16 over | 17 away | 18 put | 19 fool | 20 call |
2. Divide the class into groups of about five. Tell them that this is a memory game and no writing is allowed. Explain that they are looking for matches and will get a point for each match. They can confer as a team, but you will accept an answer only from the student whose turn it is. They can call out two numbers together the first time since no one knows where any of the words are. In subsequent turns, they should wait for you to write the first answer before they call out their second number.
3. As the first student calls out numbers, write the words that correspond to these numbers in the blanks. Ask the class if it is a match. If not, erase the words. If so, leave them there and cross them out (see below).
On the board:
| 4 up | ||||
| 6 around | ||||
| 19 fool | 20 call |
Variation: Instead of matching the verb with an appropriate preposition, you can set up the grid to review meaning. Your instructor's grid might then look like this model. Follow the same rules for the game above.
Instructor's grid:
| 1 call back | 2 give back | 3 stop sleeping | 4 stop a machine/ light | 5 get through with |
| 6 return | 7 invent | 8 return a call | 9 start a machine/light | 10 throw out |
| 11 make up | 12 shut off | 13 be careful | 14 put off | 15 discard |
| 16 wake up | 17 postpone | 18 turn on | 19 watch out for | 20 finish |
2. TIC TAC TOE
Materials: Board, Worksheet 1.4 (optional)[8]
Dynamic: Teams
Time: 10 minutes
Procedure: 1. Draw a tic tac toe grid on the board with the first word of the phrasal verbs written in. Divide the class into two groups.
2. A student from Team X comes to the board and writes in the corresponding particle for the verb he/she selects. If correct, he/she draws his/her mark in the square (an X). (You may choose to accept only combinations you have studied in class or that are listed in the students' books, or you may decide to accept any correct combination. Whichever you decide to accept, make your decision clear to the students before playing the game.)
3. A student from Team О then comes to the board and does the same. If an answer is incorrect, the student cannot draw his/her mark and erases the answer. The next player on the other team may choose that same square or another square.
4. The first team with three marks in a row wins.
NOTE: You will probably want to explain game strategy such as blocking, but often the student's choice is based on which verb he/she knows.
5. As a follow-up, divide the class into groups of three and use the worksheet. One student is X, one is 0, and the other is in charge and can have his/her book open to the verb page to judge whether an answer is correct. After the first game, the students should rotate roles so that the judge is now one of the players. Continue until all students have had a chance to be the judge. As you will see, some of the verbs on the handout take several different prepositions. As long as the students make an acceptable phrasal verb, the answer is correct.
NOTE: The items on the worksheet come from the list in Fundamentals of English Grammar. If this worksheet is not appropriate to your class, modify it.
Variation: On the grid on the board (or on a modified worksheet), fill in the squares with both parts of phrasal verbs. When a student selects a certain square, he/she must use the phrasal verb in a complete sentence which demonstrates understanding of the meaning. If the sentence is correct, the student puts his/her team's mark in that square.
Example:
ask out do over fill up
get off give up try on
turn off make up hang up
A student from Team X chooses "give up." The student then makes a sentence orally: I couldn't understand the assignment, so I gave up. The sentence must reflect the student's understanding of the meaning of the phrasal verb. A sentence such as I gave up or Don't give up is not acceptable. If a sentence is accepted as being correct, the student writes an X over the square. A student from Team О then chooses a square and makes a meaningful sentence using that phrasal verb. Alternate turns until one team has three in a row or the game is a draw.
3. PREPOSITION BEE
See the directions for the Preposition Bee on Worksheet 1.5 or a similar list of your own sentences.[9]
4. BEAT THE CLOCK
Materials: 3" x 5" cards (see sample)
Dynamic: Teams
Time: 30 minutes
Procedure: 1. Put a sentence using a phrasal verb on one side of as many index cards as you need. Review and discuss phrasal verbs. Have the students create sentences or dialogues and practice orally.
2. Divide the class into two teams, A and B. Arrange the teams so that Team A's desks are directly across from (and touching) Team B's desks. If using tables, have Team A sit on one side and Team В on the other side.
3. Show the students the front of a card. The first student {A or B) who answers with a phrasal verb that correctly replaces the verb on the card gets a point for his/her team. If that student can then use the phrasal verb in a sentence with the correct tense, his/her team gets an extra point.
Example:
Card: I raised my children in Ohio.
Student response: bring up
I brought my children up in Ohio.
Sample cards:
FRONT BACK
| I raised my children in Ohio. | bring up |
| I met John by chance at the mall. | run into |
| Tell Jill to return my call. | call back |
| Please be sure to arrive for the test at exactly 8:00. | show up |
5. "UP" VERBS
Materials: 3" x 5" cards
Time: Pairs/Small groups
Time: 20 minutes
Procedure: Write one verb on each card. Choose some verbs that can also be phrasal verbs with up.
Examples: ask (can't be used with up)
check (can be used with up)
cross (can't be used with up)
get (can be used with up)
2. Divide the class into pairs or groups of three or four. Give each group a stack of verb cards.
3. Tell the students to divide the cards into two piles: verbs with up/verbs without up.
4. When all the up verbs are found, have the students take turns explaining the meaning of each phrasal verb to the other students in the group.
Variation: Make three identical sets of vocabulary cards. Divide the class into three teams. Tell the students to find the up verbs. The team that finds the most up verbs wins. Each correct up verb is worth one point. For each incorrect up verb, subtract one point from the total score. Use the same procedure for any phrasal verb pattern (for example, out, away, through, etc.).
6. PHRASAL CHALLENGE
Materials: None
Dynamic: Pairs
Time: 30 minutes
Procedure: 1. Divide the class into pairs. Tell the pairs to write down eight phrasal verbs and their meanings that they think the rest of the class will not know.
2. After they are finished, join two pairs and have the first pair challenge the other pair. Each pair takes turns reading the phrasal verbs from their list and having their opponents state the meaning of each phrasal verb and use it in a sentence.
3. If the opponents answer correctly, they get a point. The pair with the most points wins.
4. For homework, have the students use the phrasal verbs that they missed in correct sentences.
7. STORY TIME
Materials: 3" x 5" cards, writing paper
Dynamic: Small groups
Time: 40 minutes
Procedure: 1. Divide the class into groups of three, and give each group five 3"x 5" cards.
2. Each group writes down a different phrasal verb on each of their index cards. You may want to let them use the lists in their books. Have them write the definition of each phrasal verb on the back.
3. Have the groups quiz each other as to meaning by showing only the front of the card to another group.
4. Next, each group makes a sentence orally for each phrasal verb. Rotate the cards again until each group has seen every card and can make a logical sentence. Monitor the groups during this phase.
5. When the students have a good grasp of the definitions, return their original phrasal verb cards to them. Each group now writes a paragraph using all of their phrasal verbs.
6. When the students have finished, rotate their papers clockwise and the 3"x 5" cards counterclockwise. (Each group will have another group's story and a new set of cards.)
7. Each group reads the paragraph and adds a second paragraph, using their new group of phrasal-verb cards.
8. Have them repeat steps 6 and 7. Each group should now have a three-paragraph story.
9. Return the original story to each group. Tell the students to look it over and make any changes they think are necessary. Have one student from each group read the story to the class. Collect the stories for a final teacher correction.
8. CLASS SURVEY
Materials: 3" x 5" cards in four different colors list of difficult phrasal verbs sheets of newsprint and markers (optional)
Dynamic: Groups
Time: 40 minutes
Procedure: 1. Choose four themes and for each theme make up a set of questions, using the phrasal verbs that you want to practice. (You may want to have the students compile a list.)
Examples: Family:
Do you take after your father or your mother?
Did you grow up in a large family or a small family?
Do you get along well with your brothers and sisters?
Are you named after anyone in your family?
School:
Do you go over your notes after class?
Do you try to get out of doing your homework?
Do you ever have trouble keeping up with the assignments?
What is an important grammar point that you have to look out for?
2. Write one set of questions on one yellow card, one set of questions on one green card, etc.
3. Divide the class into groups. (Four groups of four works well, but five groups of five or three groups of three also works. Put extra students into existing groups to work as pairs.)
4. Tell the students that they are going to do some investigation into the society of the classroom by doing a survey. Give each group a set of same-color cards and a theme: The Yellow Group—Family; The Green Group—Friends, etc. Give the question card to the group leader and a blank card to each of the other members.
5. The group members copy the questions from the group leader's card on their own cards so that each has a card with the same questions. They may add questions of their own if they wish or if there is extra time. Any additional questions must include a phrasal verb.
6. When each member has an identical set of questions, the teams stand up and form new groups with one member of each color. (If there are extras of one or two colors, they can work as partners within the group.)
7. In their new groups, the students take turns interviewing each group member. The yellows ask their questions first and record the data, then greens, then blues, etc. Everyone asks everyone else in the group his/her questions.
8. The students reform their original same-color groups, summarize their findings, and present them to the entire class. If time permits, have the groups prepare a visual on newsprint in the form of a pie chart, a graph, a list of statistics, or another type of visual. The posters can be part of the presentation and later be put up around the board.
NOTE: To save time, write out the duplicate cards yourself on colored index cards or copy one set of questions on different-colored paper. This will take the place of step 5. Collect the cards and reuse them in later classes.
SUGGESTION: This activity works well with preposition combinations instead of phrasal verbs.
Examples:
Best Friends:
What do you look for in a best friend?
Is your best friend patient with you?
Do you ever hide anything from your best friend?
Do you ever argue with your best friend?
Work:
Are you content with your job?
Do you look forward to going to work?
Do you forget about your job when you leave at the end of the day?
Does your boss ever take advantage of you by having you do extra work?
Conditionals and Wishes
TRUE IN THE PRESENT/FUTURE
1. SUPERSTITIONS
Materials: None
Dynamic: Small groups
Time: 15 minutes
Procedure: 1. Write a few superstitions on the board. Here are some examples. If a black cat crosses your path, you'll have bad luck. If your palm itches, you're going to receive money. If you break a mirror, you'll have seven years bad luck. If you step on a crack, you'll break your mother's back.
Look at the verb forms in the if-clause and result clause together. Ask students to generate a rule (if this is an introduction) or review the rule (if you have already introduced this form).
2. Break students into small groups and have them discuss superstitions from their countries. They should list three or four to share with the rest of the class.
3. As a whole group, share the superstitions and discuss which are universal and which seem to exist only in one or two cultures. Students often have similar superstitions in their countries and like to share them, and it is interesting to compare slight variations.
4. For further review of forms, you may want to write several of the students' superstitions on the board and analyze them (Were they written correctly?).
2. SUPERSTITIONS MATCH A
Materials: Worksheet 2.1[10]
Dynamic: Whole class
Time: 15 minutes
Procedure: 1. Cut up the worksheet or make your own. Give each student half of a superstition, that is, one card.
2. The students circulate and try to find the missing half of their superstition. When students feel they have a match, they sit down. You will probably have to check student matches and advise them to sit down or find a different match. (In case you are unfamiliar with some of the superstitions in the worksheet, the //-clause on the left matches the result clause directly across from it.)
3. Go over the superstitions together, talking about meaning and form.
3. SUPERSTITIONS MATCH В
Materials: 3" x 5" cards, or paper cut into strips at least 2" x 4"
Dynamic: Groups
Time: 15 minutes
Procedure: 1. Follow steps 1 and 2 for Superstitions.
2. Have the students write their superstitions on the cards or paper strips so that one half of the superstition is on one card and the other half is on a different card. (Each group should produce only half as many superstitions as there are members in their group, so that a group of four students will write two superstitions, a total of four cards. In step 2 of Activity 1, students may have generated many superstitions, so instruct them to choose the ones they like best.)
3. Collect and shuffle the cards. Hand one card to each student. Students circulate and try to find their match. (The student who wrote the superstition will have to be the judge of whether or not the match is good because you will probably be unfamiliar with several of the superstitions.)
4. As a class, go over the superstitions and check (as a group) to see if the correct grammar forms were used.
4. JUST THE FACTS
Materials: Worksheet 2.2[11]
Dynamic: Whole class
Time: 10 minutes
Procedure: 1. Cut up the cards in the worksheet or prepare your own. Distribute one to each student, who must construct a sentence that uses the true conditional form.
Example: Add lemon to milk
Example fact (by student): If you add lemon to milk, it curdles.
2. Arrange students in a circle, and have each say his/her sentence.
Variation: To avoid students' losing interest, do step 2 as a memory round. Each student says his/her sentence and repeats all those that came before his/hers.
5. EXPERIMENT REPORT
Materials: None
Dynamic: Small groups
Time: 10 minutes
Procedure: 1. Divide the class into groups of three or four. Assign each group an experiment.
Suggested experiments: putting a spoon in the microwave mixing blue and yellow paint boiling eggs in water with onion skins touching your tongue to a frozen surface shaving your eyebrows frowning all the time
2. The students discuss what they think the result will be, Then each group reports to the class, using some conditional sentences.
(If you intend to have the students act out the experiments in class or for homework, obviously there are some in the list above you would not want to assign.)
NOTE: Because the results of these experiments can be perceived as
a habitual result or as a predictable fact, either the present or the future can be used in the result clause.
6. DIRECTIONS
Materials: A map (Worksheet 2.3) and a handout (either A or B) per student[12]
Dynamic: Pairs
Time: 15 minutes
Procedure: 1. Break the class into pairs and give a map and two worksheets to each pair. Each student handout contains both locations and routes as indicated in Worksheet 2.4.
2. Student A begins and asks Student В for directions to the first location. Student В looks at the map and the list of routes on his/her handout and gives advice in a conditional sentence.
Example:
Student A: How can I get to Bethesda?
Student B: If you take Route 190, you will get to Bethesda.
3. After Student A has asked for directions to all the locations on 2.3 Part A, Student В asks for directions to the location on his/her handout (2.3 Part B). Student A now gives the advice.
NOTES: Locations and the ways to get there are not in order. Students must match them. A local map also works well because the students are familiar with places and highways. Pattern the handouts after Worksheet 2.3, in that case.
Variation: For a higher-level class, provide locations only and have the partner search the map for a route that goes to the requested location.
UNTRUE IN THE PRESENT
1. MEMORY GAME
Materials: 3" x 5" cards
Dynamic: Whole class
Time: 25 minutes
Procedure: 1. On each card write an adjective in large letters so that it can be seen around the room.
SUGGESTIONS: sad, drunk, lonely, stranded, nauseous, hungry, thirsty, nervous, angry, rich, sick, sleepy, famous, tired, poor, lost, married, single, scared
(Include a few new words that will be challenging even for higher-level students, such as jilted or stranded.) Have students sit or stand in a circle while you distribute the cards. (If you use adjectives like married or single, be sure to give them to students who are not!)
2. Ask who has the best memory and then start with the person next to him/her. If you know you have a weak student, you may want to start with that person. The first student holds up his/her card and composes a sentence, using the untrue present conditional.
Example card: lonely Example sentence: If I were lonely, I would call my family.
3. The second student says his/her sentence and repeats student one's sentence. Continue around the circle, with each new student adding a sentence and repeating all the previous sentences. The last student will have to remember the sentences from all the other students. It is important that students hold their cards toward the circle at all times because they serve as clues. Also, don't let any of the students write. Students may cue their classmates through gestures. The only correction allowed is to emphasize were rather than was.
NOTE: If your class is large, divide it into two groups and play two rounds. The same cards can be used, but different sentences must be created. The game has been played with up to 14 in a low-level class and up to 22 in a high-level class.
2. CLUE
Materials: None
Dynamic: Whole class
Time: 10 minutes
Procedure: 1. One student volunteers to leave the room and, when he/she returns, will guess the word chosen by the class from clues given by the rest of the class. The volunteer can ask questions if they are in the form of the untrue present.
2. While the volunteer is out of the room, decide on a category (suggestions: occupations, food, school material). Have the class choose a word in that category. Brainstorm together the kinds of clues that can be given. They must be in the form of the untrue present conditional.
Example 1: Food server
Clues: If I were you, I would wear a uniform.
If I were you, I'd never have dirty hands.
If I were you, I would talk to many people.
Also, decide which clues should be saved for last. (For example: "If I were you, I would serve customers quickly in order to get a good tip.")
Example 2: mustard
Clues: If I were you, I'd be careful not to get this on my clothes.
If I were you, I'd never eat this by itself.
If you were a waitress, you would put this on the table next to the ketchup.
Last clue: If I were you, I would always put it on hot dogs.
3. When the volunteer returns, students take turns offering clues, but they must be in the form of the untrue present conditional.
3. BUILDING AROUND
Materials: None
Dynamic: Large groups
Time: 15 minutes
Procedure: 1. Put students into groups of five to seven.
2. One student begins with a sentence in the untrue present conditional.
Example: If I lived in France, I would speak French.
3. Each student builds on the story by taking the result of the previous sentence and turning it into an if-clause.
Example:
Student 1: If I lived in France, I would speak French.
Student 2: And if I spoke French, I would speak the same native language as Florence.
Student 3: And if I spoke the same native language as Florence, we would be good friends.
Student 4: And if we were good friends, we would go to parties together.
4. Encourage the students to correct/help each other within the groups.
4. SONG
Materials: Lyrics to a song, handout with questions (optional) Tape player (optional)
Dynamic: Pairs/Small groups
Time: 30 minutes
Procedure: 1. Choose a song that has several examples of the untrue present conditional.
SUGGESTIONS: "If I Were a Carpenter"
"If I Had a Hammer"
"If I Could Save Time in a Bottle"
Type up the lyrics, but leave blanks for the conditional forms—just provide the verb.
2. The students, working in pairs, fill in the missing verbs.
3. Listen to the song to check answers.
Variation: Add some questions that make use of the conditional or allow students to think about why the conditional was used. For the song "If I Were a Carpenter," questions can include:
a. What kinds of jobs are mentioned?
b. Does the man hold any of these jobs? How do you know?
С. The man asks a lot of questions about occupations, but what does he really want to know from his girlfriend? Write a conditional sentence to express what he wants.
5. LINE-UPS
Materials: Worksheet 2.4 or 3"x 5" cards[13]
Dynamic: Whole class
Time: 20 minutes
Procedure: 1. Use the cards in the worksheet or prepare your own cards with similar questions. If you make your own cards, it is advisable to make each set a different color so you can assemble students in lines more easily. ("Everyone with a pink card, stand against the board. If you have a yellow card, stand in front of someone with a pink card.") Have all the students holding one of the colors come to the front of the room and stand against the board (or wall). Have the other students stand in front of one of these students.
2. The students in the line against the board ask their questions of the student standing in front of them. When the students in the "answer line" have answered the question, they move on to the next "questioner." The students in the "question line" do not move.
3. When the students in the "answer line" have talked to every student in the "question line," it is time to change positions.
Continue as specified in step 2.
4. To wrap up this activity, ask each student to share some of the responses he/she received.
NOTE: If you have an uneven number of students, have one student wait at the end of the line until the students move. One student will always be without a partner, but because the students will answer the questions at different rates, it will always appear as if several students are waiting. If you have a very large class, divide the class in two and do the line-ups both in front and in back of the class.
6. VALUES
Materials: Worksheet 2.5 [14]
Dynamic: Groups
Time: 20 minutes
Procedure: 1. Prepare two sets of cards from Worksheets 2.5 A and 2.5 B. Break the class into small groups. Give each group a values card and a YES or NO card. Stress that they cannot let any of the other groups know if their card says YES or NO.
2. Each group is presented with a situation. They must change the wording on the card into a conditional sentence. They then choose one classmate in another group who they feel will give them the answer on their YES/NO card.
Example:
The card says: You find a wallet with $50 and an ID inside. Do you keep it?
Sentence made by the group: If you found a wallet with $50 and an ID inside, would you keep it?
YES/NO card: YES
Task: Decide which of their classmates not in their group will answer YES to the question they generated. They must make an educated guess based on what they know of their classmates.
3. Check with each group to make sure they have chosen a classmate. When all groups have done so, play a round: the first group picks a student and asks its question. If the student's answer matches the group's card, the group receives a point. Go on to the next group.
4. Play another round.
7. IMAGINE THAT! (Might and Would)
Materials: None
Dynamics: Groups
Time: 15 minutes
Procedure: 1. Write a result on the board that is either unusual or funny. Ask students when or why they might do that action. Generate as many (if-clauses as possible.
Suggested results (can be used for teacher example and for groups):
go skinny dipping
call 911
paint my body
hop on one foot
climb on the roof
attract a lot of attention
climb a tree
2. Divide the students into groups. Give each group a different result and have them brainstorm if-clauses using might.
3. After each group writes as many (if-clauses as possible, have the students in each group decide which one of the (if-clauses would produce the result they have been working with. The groups should try to reach a consensus, but that may not be possible.
4. Share sentences (or (if-clauses) with the class.
Example: attract a lot of attention
Student sentences:
I might attract a lot of attention if I screamed in class. I might attract a lot of attention if I dyed my hair green. I might attract a lot of attention if I sang a song on the street corner.
5. As a whole class, look at the sentences each group has chosen to share with the class. Decide as a whole class which sentence would most likely produce the result.
SUGGESTION: If you do this game as a competition, have the class vote on the best sentence. The group that receives the most votes gets a point for that round. Then go on to another round of sentences. The only danger here is that students may vote for their own sentence and then no one group would ever win. This could be avoided by telling students that they cannot vote for their own sentence.
8. AS IF/AS THOUGH PICTURES
Materials: Magazines
Dynamic: Small groups
Time: 10 minutes
Procedure: 1. Arrange students in groups of three or four. Find, copy, and distribute magazine pictures that have people with unusual expressions.
2. Have students discuss several pictures, making sentences using as if or as though. ("He looks as if he ate a lemon." "He looks as if he were sick.")
3. Each group takes turns holding up a picture and describing it by using their sentences.
Variation: Have students find their own pictures, perhaps as homework. Or have them each bring a magazine to class and look through them in their groups for a good picture. (In this case, you may want to have some back-up pictures just in case.)
UNTRUE IN THE PAST
1. BUILDING AROUND
Materials: None
Dynamic: Large groups
Time: 15 minutes
Procedure: 1. Break class into groups of five to seven.
2. Have one student begin with a sentence in the untrue past conditional. Follow the steps in Building Around, 16.2.3.
Example:
Student 1: If I had gotten married after high school, I would not have come to the United States.
Student 2: If I had not come to the United States. I would not have visited the Grand Canyon.
Student 3: If I had not visited the Grand Canyon, I would not have taken so many pictures, (etc.)
2. STORY SAGAS
Materials: Worksheet 2.6[15]
Dynamic: Small groups
Time: 20 minutes
Procedure: 1. Have students work in groups of three or four. Give each group a story summary. If you plan to give each group a different summary, give each group a handout with all the summaries and then assign one per group. (There is a handout of sample summaries in Worksheet 2.6.)
2. The students read the summary and then write five conditional sentences based on the information in the summary.
Example:
Blair lied and told Todd she was pregnant with his child so that he would marry her. She knew what he didn't: that he was about to inherit $28 million. As a result of her deception, Cord, the man she really loved, was disgusted with her. Since the marriage, Blair has discovered that she is now, in fact, pregnant, and Todd has discovered that he is a millionaire. Blair's mother, who is in a psychiatric center, knows the truth about the marriage and has a habit of saying whatever comes to mind.
Sample Sentences:
If Blair had not lied to Todd, he wouldn't have married her.
If Blair had not married Todd, she could have married Cord.
If Todd had known about the $28 million before his marriage, he might have suspected Blair.
Variation: Instead of using soap opera summaries, use a story the class has read. If this is a multi skills class, you know what material the class has read. If the reading class is separate, you can check with the reading instructor. Follow the same procedure, but write conditional sentences based on the story. You can also use fairy tales or fables.
MIXED CONDITIONALS
1. WHAT IF
Materials: None
Dynamic: Pairs/Small groups
Time: 15 minutes
Procedure: 1. Break the class into pairs or groups of three or four.
Explain (or review) that some actions have results not only in the time they happened, but can also carry over into the present or future.
Example: If I had eaten more last night... I wouldn't be hungry now.
2. Give each group or pair several if-clauses—things that happened in the past. Tell them this activity has results in the present and that they should make sentences with a past condition and a present result.
SUGGESTIONS: If I had written my essay last weekend
If I had gone to bed earlier last night
If I had washed my hair yesterday
If I had gone to the movies with my friends last night
If I had studied more English in my own country
2. COMIC STRIP ADVICE
Materials: Worksheet 2.7[16]
Dynamic: Small groups
Time: 15 minutes
Procedure: 1. Distribute copies of the comic strip Cathy (Worksheet 2.7) to each group.
2. After they read the comic strip, have the groups work together to complete the (if-clauses. They can use the information provided by the mother in the strip or just make a logical ending.
Example: Cathy says: If only I weren't so fat.
Student results: I could wear my new dress.
I would have had more boyfriends. I would feel better.
REVIEWING THE CONDITIONAL FORMS
1. REVIEW MATCH
Materials: Worksheet 2.8[17]
Dynamic: Small groups
Time: 20 minutes
Procedure: 1. Divide the class into small groups. Give each group the same number of cards. Be sure to give an even number to each group. If this is not possible, give one group one pair more than the others. Use the cards in Worksheet 112 or make your own.
2. Each group should make as many matches as possible. Group members should take the remaining unmatched cards to other groups and try to make a trade. {Important: They cannot give away a card without receiving one in exchange, and they cannot take a card unless the other group agrees to the trade.)
3. When one group has matched all its cards, the game stops. A group member reads the matches, and the rest of the class must agree that they are logical. If all matches are accepted, that group is the winner. If one or more matches is rejected, the game proceeds until the next group feels it is finished.
NOTE: Because of mixed conditionals, there will not necessarily be matches for all cards.
2. DEAR ANNIE
Materials: Worksheet 2.9[18]
Dynamic: Whole class
Time: 30 minutes
Procedure: 1. Have students pick one of the seven situations on the worksheet and write a letter to "Dear Annie" in which they explain their situation and ask how it can be avoided in the future or how it could have been avoided.
2. Collect the students' "Dear Annie" letters. Randomly redistribute them to the class, making sure that no one receives his/her own letter.
3. Have students pretend they are Annie and respond in writing to the letter they received. They must use whichever conditional structures are appropriate to the situation described in the letter,
4. Have several students read to the class the original letter they wrote along with their (Annie's) response. Return the letters and the responses to the authors of the original letters.
WISHES
1. ALADDIN'S LAMP
Materials: Worksheet 2.10[19]
Dynamic: Groups
Time: 20 minutes
Procedure: 1. Discuss the meaning of Aladdin's lamp if necessary. (A poor boy named Aladdin found an old lamp. When he rubbed it, a genie appeared and granted him three wishes.)
2. Tell students they have each found Aladdin's lamp and been granted three wishes. Have them write their wishes down.
3. Break students into groups of about five. Pass out one worksheet per group and have the students compare their wishes and answer the survey questions.
4. Each group can report its findings to the class.
Chapter 3.