extracted_text:
Fun
w i t h
Grammar
Communicative
Activities for the
Azar Grammar
Series

Suzanne
W. Woodward

Upper Saddle River, NJ 07458
DEDICATED TO
Kyle, Scott,
and Sarah
Publisher: Mary Jane Peluso
Editor: Stella Reilly
Development Editor: Janet Johnston
Production Editor/Electronic Page Composition: Nicole
Cypher
Interior Design: Wanda España, Merle Krumper
Manufacturing Manager: Ray Keating
Art Director: Merle Krumper
Art Production: Marita Froimson
© 1997 by PRENTICE HALL REGENTS
Prentice-Hall, Inc.
A Simon & Schuster Company
Upper Saddle River, New Jersey 07458
All rights reserved. No part of this
book may be reproduced, in any form or by any means, without permission in
writing from the publisher. Printed in the United States of America
10      9     8     7     6     5     4     3     2     1
ISBN 0-13-567926-5
Prentice-Hall International (UK) Limited, London
Prentice-Hall of Australia Pty. Limited, Sydney
Prentice-Hall Canada Inc., Toronto
Prentice-Hall Hispañoamericana, S.A., Mexico
Prentice-Hall of India Private Limited, New Delhi
Prentice-Hall of Japan, Inc., Tokyo
Simon & Schuster Asia Pte. Ltd., Singapore
Editora Prentice-Hall do Brasil, Ltda., Rio de
Janeiro

Foreword by Betty Schrampfer Azar................................................vi
To the Teacher
......................................................................................vii
Acknowledgments
................................................................................xii
                                    Chapter   VERBS –– PRESENT
SIMPLE
PRESENT..............................................................................2
NONPROGRESSIVES
........................................................................11
PRESENT PROGRESSIVE
..................................................................12
WORKSHEETS 1 – 9
......................................................................16
                                  Chapter     VERBS –– PAST
SIMPLE
PAST..................................................................................26
IRREGULAR PAST FORMS
................................................................30 PAST
PROGRESSIVE ........................................................................36
PRESENT
PERFECT..........................................................................38
PAST
PERFECT................................................................................40
PAST REVIEW ................................................................................41
WORKSHEETS 10 –
21....................................................................43
                                  Chapter     VERBS –– FUTURE
PREDICTIONS
................................................................................64
WILLINGNESS
................................................................................68
PRIOR PLAN
..................................................................................69
PREDICTIONS, PRIOR PLANS, OR WILLINGNESS ................................71
FUTURE IN TIME CLAUSES
..............................................................72 FUTURE
PROGRESSIVE AND FUTURE TIME CLAUSES ..........................73
FUTURE
PERFECT............................................................................73
WORKSHEETS 22 – 27B
................................................................75
                                  Chapter     VERBS –– REVIEW
REVIEW OF PERFECT TENSES
..........................................................89
REVIEW OF ALL VERB FORMS
..........................................................90
WORKSHEETS 28A – 32B
..............................................................96

                           Chapter    QUESTIONS
YES/NOQUESTIONS
....................................................................105
INFORMATION QUESTIONS
............................................................109 INFORMATION
QUESTIONS AND/OR  YES/NO QUESTIONS ................112
TAG QUESTIONS ..........................................................................116
WORKSHEETS 33A – 38
..............................................................117
                           Chapter     NOUNS
SINGULAR – PLURAL
....................................................................128 NOUNS
AND ADJECTIVES
..............................................................131 AGREEMENT
................................................................................132
COUNT – NONCOUNT NOUNS
........................................................132
ARTICLES
....................................................................................135
WORKSHEETS 39A – 44
..............................................................137
                           Chapter    PRONOUNS
PRONOUNS..................................................................................147
WORKSHEETS 45 – 49
................................................................151
                           Chapter   PREPOSITIONS
PREPOSITIONS OF TIME AND PLACE
..............................................160
PHRASAL VERBS
..........................................................................163
WORKSHEETS 50 – 54
................................................................171
                           Chapter   ADJECTIVES
IDENTIFYING ADJECTIVES
..............................................................178
ADJECTIVES IN SENTENCE CONTEXT
..............................................181
WORKSHEETS 55A – 60 ..............................................................186
                           Chapter    MODALS
MODALS
......................................................................................197
PAST PROGRESSIVE MODALS
........................................................200
REVIEW
......................................................................................201
WORKSHEETS 61 – 65C
..............................................................204
                           Chapter  PASSIVE VOICE
PASSIVE VOICE
............................................................................216
PARTICIPIAL ADJECTIVES
..............................................................219
WORKSHEETS 66 – 70
................................................................220
                                  Chapter     GERUNDS AND INFINITIVES
PREPOSITION COMBINATIONS
........................................................227 INFINITIVES WITH
TOO/ENOUGH....................................................229 GERUNDS AS
SUBJECT/IT+ INFINITIVE ..........................................230 VERB +
INFINITIVE OR GERUND......................................................231
GERUND OR INFINITIVE?................................................................232
REVIEW........................................................................................234
WORKSHEETS 71 – 80
................................................................237
                                  Chapter     COMPARATIVES AND SUPERLATIVES
COMPARATIVES
............................................................................251
SUPERLATIVES
..............................................................................254
REVIEW........................................................................................256
WORKSHEETS 81 –
87..................................................................259
                                  Chapter     RELATIONSHIPS BETWEEN IDEAS
PARALLELISM
..............................................................................269
JOINING IDEAS
............................................................................270
WORKSHEETS 88 – 93
................................................................275
                                  Chapter     CLAUSES
ADVERB
......................................................................................283
ADJECTIVE
..................................................................................284
NOUN ..........................................................................................286
REVIEW
......................................................................................292
WORKSHEETS 94 – 104
..............................................................293
                                  Chapter     CONDITIONALS AND WISHES
TRUE IN THE PRESENT/FUTURE
....................................................309 UNTRUE IN THE PRESENT
..............................................................312 UNTRUE IN THE
PAST ....................................................................318
MIXED CONDITIONALS
..................................................................319
REVIEWING THE CONDITIONAL FORMS
..........................................320
WISHES
......................................................................................321
WORKSHEETS 105 – 114
............................................................322
Answer Key ......................................................................................338
Lyrics ................................................................................................349
Index 1: Grammar ............................................................................353
Index 2: Games ..................................................................................354

Fun with Grammar describes exactly
what teachers and students should do with grammar: they should have fun with
it. For me as a teacher, grammar class is always an opportunity for fun. I
cannot imagine dry and dull ESL/EFL grammar classes. During classtime there
are, of course, periods of focused concentration, especially during the first
phases of a new unit 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.
Fun and humor are essential in
ESL/EFL classrooms. Interaction and group participation engage students and
make information more memorable and relevant. In my experience, many people
approach grammar far too seriously, with long, unsmiling faces, in plodding
academic style. That is not how I approach grammar nor how I intend teachers to
approach my textbooks. Perhaps it should go without saying, but I am going to
say it anyway: I heartily endorse having Fun with Grammar!
This resource book by Suzanne
Woodward is exciting because it collects, categorizes, and details fun
communicative activities to use in the classroom. Many teachers make up games
as they go along and create interactive activities out of grammar exercises.
With this book, teachers have an excellent resource for ideas and materials to
support and expand upon the activities that make grammar fun.
The text is subtitled “Communicative
Activities for the Azar Grammar Series” because the author’s activities grew
out of actual teaching experience using the Azar series. The exercises and
activities in Fun with Grammar fit beautifully with the approaches and material
in the Azar grammar textbooks, but are independent enough to be suitable for
use with any grammar textbook. The activities in Fun with Grammar can also be
used in other kinds of classes such as writing classes or speaking/listening
classes quite independent of any grammar text or grammar focus to the class.
For grammar (whether presented and practiced deliberately or not) underlies all
skills.
This resource book is a practical and
welcome tool for busy teachers. It provides all the resources needed, and they
are right at your fingertips! The games and worksheets reflect and give
structure to what actually goes on in effective ESL/EFL classrooms. In
addition, teachers have a wealth of material for fun, interesting classroom
activities. This book presents clever, innovative ways of creating authentic
communication in a cooperative learning environment. Enjoy!
Betty Schrampfer Azar

Fun with Grammar is a collection of communicative
activities and games designed to supplement grammar lessons and “jazz up”
ESL/EFL classes. Expanding upon text exercises and presentations, these games
reinforce the grammar the students already know by providing realistic settings
in which they may practice their knowledge. Included are types of activities
and games to satisfy all teaching styles. Some games are competitive; some,
such as activities that involve problem-solving and a sharing of information,
are noncompetitive. All activities are interactive, designed to be done in
class with other students. Some of the activities can be assigned as homework,
but that is not the main intention of this book.
Fun with Grammar has been designed to assist you in
several ways:
•
to reinforce
points that have been covered in a grammar text
•
to provide oral
or written practice with grammar forms and rules the students havealready
learned
•
to provide
practice in communication skills• to liven up a grammar class (or any class).
Because Fun with Grammar contains activities for all
levels and grammar points, it can be used as a source of activities for any
grammar class or, indeed, for any other ESL/EFL class. Many writing classes
focus on editing skills. This text provides activities (on articles, agreement,
subordination, etc.) that a writing teacher can use to highlight those skills.
The book can also be used in a conversation or listening/speaking class because
all the activities and games are communicative and require spoken interaction
with classmates. (For this reason, do not give out worksheets and let the
students work individually.) In some cases the goal of the activity is to
create sentences or paragraphs, but the students must work together to discuss
what they will produce. The games, especially the competitive ones, work
extremely well in a conversation class. They are fun, active, and allow the
students to react spontaneously. Cooperation and conversation are keys to the
activities.
Finally, a number of the activities are very short (5
to 10 minutes). They can be used as a warm-up activity or in the few minutes
remaining at the end of a class.
ADAPTING LEVELS
One useful aspect of this book is that the activities
are keyed to the Azar books: Basic English Grammar (the red series, low
level), Fundamentals of English Grammar (the black series, intermediate
level), and Understanding and Using English Grammar (the blue series,
highintermediate). The activities or games that are appropriate for two or
three levels have more than one color designation. The color designations help
you to find an activity quickly when you have only a few minutes before class.
When you do have more time, you will want to look at some of the activities and
games that are coded higher or lower than your level. Often they can be adapted
to your level easily by using a more (or less) advanced form or more (or less)
advanced vocabulary. You know your class best; use the color-coding as a guide,
but do not let it limit your use of the activities.
If you are not using the Azar series, the games and
activities in Fun with Grammar are still easy to use. If you are teaching a
low-level class, choose activities designated “red.” If you are teaching a
higher-level class, remember that “black” designates intermediate and that
“blue” designates highintermediate. The games and activities are organized in
this book by grammar point, so whichever grammar book you use, you will be able
to locate the grammar point you need in the table of contents or index.
It is important to be open to adapting the games or
activities from one grammar point to another.
Again, notes or suggestions for
variations are often contained within the description of the activity. As you
will note, several varieties of activity types (Line-ups, Concentration,
and so on) are repeated in different chapters. You may find a type of activity
you like and devise your own unique way of using it with a grammar point.
MATERIALS
Each game or activity lists the
materials needed to implement it. If no materials are needed, that fact is
stated. The worksheets are located at the ends of the chapters. When a
worksheet is required, its number is given. Sometimes several worksheets are
provided, either for different class levels or to include variations. Any other
materials needed are easy to obtain. For example, if the directions call for 3"x
5"
index cards, you may cut
up the worksheet and use the slips of paper as cards, or paste the papers onto
index cards for repeated use. (Index cards are also easier for students to
handle than small pieces of paper.) If an activity uses an optional tape
recorder, of course any other type of play-back instrument (CD player, LP
player) may be used instead.
SUGGESTED TIME
The time suggested for each activity
is the minimum amount of time needed to play a reasonable version of the
activity. Many factors must be taken into consideration here. Some activities,
such as Line-ups, are not affected by class size, but many, such as Role
Plays and Pantomimes, are. You will need to adjust the playing time
according to the number of participants. Because many “types” of activities are
repeated, if you use them more than once (with a different grammar point), the
explanation time will be greatly reduced or even eliminated. Also, many games
can be played in several rounds. If the students are enjoying the activity, you
may want to play several rounds; if not, cut it short. In addition, many of the
activities list variations. The time required depends on whether the variation
is used instead of the main activity. In one case, an activity is done entirely
outside of class. In a few other cases, the activity is started in class and
then continues as homework or outside of class. In these cases, it is not
possible to give a definite time for the completion of the activity. Whether
you want to conduct the activity entirely in class (more teachercontrolled) or
send students out on their own will also affect the time needed for completion.
WORKSHEETS
The worksheets are located at the end
of each chapter and are numbered consecutively throughout the book.They may be
photocopied for class use.Also, do not feel you must use them as is. Instead,
use them as models for your own worksheets. For example, if you have covered
only the first half of the irregular verb list, you will not want to use a
worksheet for Concentration that includes words from the entire verb
list. Make your own worksheet that is appropriate to your class. Some of the
activities are more fun and effective if you use the names of students in your
class.To play Human Bingo and Are You the One?, among others, use
information related to your students. If, for example, no one in your class is
married, it makes no sense to use a worksheet that requires the students to
find someone who is married.
On the other hand, many of the
worksheets are generic and can be used in any class.You can use the printed
worksheet the first time you do the activity and then, if you are reviewing at
the end of the quarter or semester, make your own based on the model. Do not
hesitate to adapt.
GROUPING
All of the games and activities in this manual involve
student interaction in groups of two on up to the entire class, although most
involve pair or small-group interaction. There are many ways to divide your
class into groups. The simplest and quickest is to group them where they sit,
which you will do occasionally, especially if pressed for time. But because
students tend to sit next to the same students, it is beneficial to have them
work with other classmates during these activities. When the students work on
the exercises in their textbook, they probably work with those sitting next to
them. Doing any of the activities in this book, then, provides a good excuse
for mixing up the class. Here are a few suggestions for ways to divide the
class into pairs or groups.
1.
Count off. Decide how many groups you will need
(usually determined by the size of the class) and have the students count off
up to that number, then repeat. Group all the 1s together, all the 2s together,
and so on.
2.
Cut-up
cards. Postcards
work well for this activity, or you can use magazine covers. Cut each picture
into the number of pieces according to the size of the groups you want (a
minimum of three in each group). Hand out one piece to each student. The
students circulate, trying to put the pictures back together. The students
holding the pieces of each picture are the members of that group. The first
time you do this activity, the students usually think that once they have put
the picture together, the activity is over and they can return to their
original seats. (They may or may not wonder what this has to do with grammar.)
Therefore, you may need to call them back to get into the groups formed by
their pictures. After the first time, they’ll know what to expect. Hint: Try to
use similar cards so that the students have to fit the pieces together, not
just look for someone with a piece of the same color. If you pick up multiples
of the same postcard while on your vacation, you may want to try using all the
same card, but be sure to cut them differently. This method works well if you
have an odd number of students. Cut some cards into four and others into three,
and use the ones you need on any given day. Having sets of cards cut into
different amounts will also help you group quickly when one or more students are
absent.
3.
Deck of
cards. There are
three ways you can use a deck of cards to group students. First, have students
get into groups by the number of the cards they are holding (all 2s in one
group, all 3s in another, etc.). If, for example, you have seventeen students,
you would separate out four 2s, four 3s, three 4s, three 5s, and three 6s.
Another way to use a deck of cards is to group
students by suit (all hearts in one group, all clubs in another). This limits
you to having four groups at most.
You can also group students by card color. Obviously,
this limits you to two groups, but the method works well for pairs or teams.
For team division, half the class would receive red cards, the other half,
black. For pair division, use a combination of color and number: the two red 2s
are one pair, the two black 2s are another, the two red 3s are another, and so
on.
Cards work well in dividing students for jigsaw
activities by combining two of these methods. Imagine that you want to divide
students into small groups and then, after a certain activity, divide the
original groups and have one member of each group form a new group. This can be
accomplished by having students get into groups by number. When you are ready
to split them up again, have them reform by suit.
4.
Paper draw.
This is a quick
way to group, especially if you forget to bring your cards. There are two ways
to do it simply. The easiest is to cut or tear up pieces of colored paper
(such as five pieces of red, five pieces of blue, four
pieces of green). Put the papers in a
hat and have students pick one out
without looking, then form groups by color. If you do not have colored paper,
simply cut up enough pieces of paper for your class and number them (or if you
want to be creative, use nouns—dogs, cats, and so on). All students with the
same number (or noun category) form a group.
5.
Class list.
Group the class
by reading off names from the class list. After the first time, it’s better to
skip around rather than to read alphabetically. For example, skip every other
name. The first three names you call form one group. Then continue with the
next three names. You can start from the top, the bottom, or somewhere in
between. You may need to mark off names as you call them to avoid getting
confused.
6.
Student
choice. To form
pairs, you can put the names of half of the class on papers in a bag, then have
the other half pick out a name to be a partner. You can put the name of every
other student in the bag, or the names of the first half of the class list.
This can be a somewhat controlled pairing, so if you have some strong and some
weak students, put the names of the strong students in the bag and have the
weaker ones pull the names out. This avoids having two very strong or two very
weak students pairing up. Keep track of whose name is in the bag so you know
who should be picking out a name. You can also do this by nationality. If your
class is fairly well divided between two nationalities, put the names of all
one nationality in the bag and have the others draw names. Even if your class
is not divided neatly in half, this can be useful. If you have a large group of
the same nationality who hesitate to mix, put all their names in the bag (or
have them all draw names) so they cannot possibly end up with one another.
7.
Match. This division is also for pairs.
Prepare some quick matching activity related to the grammar point (or to review
one). For example, you might prepare cards, half of which are questions and the
other half, answers. Distribute them and have the students find their match.
Once they have found the partner whose card matches theirs, you’re ready for
the “real” activity.
8.
Miscellaneous.
There are other
ways to divide into groups that work well in a conversation class. In a grammar
class the time is usually limited and it is not possible to spend much time on
activities not directly related to grammar. If you have more time or teach an
integrated-skills class, you may find some other method useful occasionally.
For example:
a.
Line-ups. Have students line up according to
some criterion such as hair color or birth month. Once they have formed the
line, divide them into groups (the first four, the next four, and so on).
b.
Interests. Have all students whose favorite
season is spring go to one corner, summer to another, and so on. This method
has a few disadvantages: you can have only four groups, and the groups may end
up being very uneven (five summers, six springs, one winter, three falls). Any
interest can work: favorite ice cream, type of movie, color. If it works, this
is a fun way to divide, but it is not as predictable as some of the other
methods described above.
NUMBER OF STUDENTS PER GROUP
Most of the games and activities specify the number of
group members.Although a certain number is sometimes necessary (Tic Tac Toe with
handout, for example), this is just a guide for the instructor. How many
students you put into each group will depend mainly on how many students are in
your class.
If the instructions specify pairs and you are left
with one extra student, you can solve this in a couple of ways. (a) Make one
group of three, either randomly (the last three students) or intentionally (two
stronger students with one weaker, or three quiet students who will not be
overpowered by more outspoken classmates). (b) Work with the last student
yourself, a useful stratagem, especially if one of your students is not quite
up to the ability of the others. Be aware of the student’s feelings. It may be
better to form a group of three so one student does not feel singled out.
Do not let one student work alone. Sometimes a student
says he/she is willing to do the activity alone (or even prefers to), but these
activities and games are interactive and often cannot or should not be done
alone.
When dividing into small groups, use your judgment.
Again, the division will be a direct result of the number of students in your
class. While it is nice to have even groups, it is not always possible. Keep
the numbers as close as possible. If you are doing groups of five and then are
left with two students, do not let them work as a pair. Either have two groups
of six or create a new group by borrowing students from some of the other
groups.
What happens when your groups are all set up and
working and a student walks in late? If you have some smaller groups, add the
late student to one of them. If all groups are equal, randomly assign him/her
to a group, or put him/her in a weaker group (so that there are more students
to generate ideas) or in a group that needs someone of a different nationality.
Just remember to be flexible. It won’t matter if you
have one more or one less than the suggested number. Even when an activity
calls for a specific number because of assigned roles, a differentsized group
can be accommodated. Simply assign two members of the group to the same role
and have them split the role.

Acknowledgments
Many of the ideas for games and
activities in this book have grown out of conversations and interaction with my
colleagues and fellow ESL professionals. In particular, my colleagues at UC
Irvine–Extension have encouraged me and helped me to clarify these activities
by offering feedback and requesting activities for specific grammar points.
Some of these games and activities, which were developed and refined in my
classes over the years, were created with instructors who are no longer at
UCI–Extension, but I would like to acknowledge their valuable input.
In addition, I would like to
acknowledge the invaluable help of several individuals. Eric Bredenberg, always
an enthusiastic supporter, was instrumental in helping me get started on this
project and has been a dynamic presenter of my ideas in workshops and at
CATESOL and TESOL conferences.
Betty Azar has been indispensable in
helping me find my way through the publishing world. She has encouraged me and
was always available to talk ideas through. I greatly appreciate her insights
into the games and activities and would like to thank her for all her helpful
comments during the book’s editing phase.
I greatly value the opinions and help
of Ellen Bartlett. In addition to submitting several activities to this book,
she gave me feedback on many of the activities, reminded me of others we had
done at different times in our careers, and reviewed the entire manuscript.
Most important, perhaps, was her enthusiasm for the project and her overall
support.
Mary Woodward, who unofficially contributed ideas to
the book, also supported this project from its beginning. Her assistance with
day-to-day activities freed me to concentrate on writing.
I also want to thank Kyle Woodward for his support and
encouragement, for his help with computer problems, and for the time he spent
at the computer, helping to put the manuscript into its final form.
Finally, I would like to thank all the instructors who
contributed activities to this book.
Acknowledgments for specific games and activities are
due to the following individuals:
Wendy Baldwin, English Language Institute, SUNY at
Buffalo, New York: 15.2.1, 15.3.10, 16.5.2
Ellen Bartlett, Oceanside Unified Schools, California:
2.3.3, 5.1.12, 13.3.4
Kathy Bates, Fullerton, California: 13.2.1, 13.2.4
Elizabeth Cadwalader, Baltimore, Maryland: 15.3.6
Jeanne Clayton, Intensive English Language Center, St.
Petersburg, Florida: 10.2.1, 12.5.3
Bonnie L. Dahnke, International Language Institute,
Washington, D.C.: 8.2.5
Eileen F. Kelley and Diane Sweet,
Holyoke Community College, Holyoke, Massachusetts: 5.1.11, 5.1.15,
14.2.1
Linda B. Leary, Intensive English Language Program,
SUNY at Albany, New York: 3.3.1
Thomas G. Long, Educational Unlimited
International (EUI), Cambridge, Massachusetts: 6.4.5,
8.1.3, 8.2.6
Patricia Ann Previdi, Catonsville Community College,
Catonsville, Maryland: 4.2.7, 6.4.4
Michael Prili, Intensive English Language Center, St.
Petersburg, Florida: 8.2.7, 12.5.2
Alice Savage, Houston Community College, Houston,
Texas: 2.4.4, 5.1.13, 8.2.8, 10.3.2, 13.1.5, 15.2.3
Jane Shore, Lado International College, Arlington,
Virginia: 5.1.14, 9.2.4, 14.2.5
Marlene Sprigle, UCSD Extension, San Diego,
California: 10.3.3
Rose To, Rancho Santiago College, Santa Ana,
California: 12.5.1
James Toepper, Northern Virginia Community College,
Alexandria, Virginia: 3.3.2
Toni Zona, Intensive English Language Center, St.
Petersburg, Florida: 8.2.4

 SIMPLE PRESENT
1.       IN
COMMON
Materials:  Worksheet 1
Dynamic:   Whole class
Time:         20 minutes
Procedure:            1.   Create a worksheet, perhaps
by using the blank Worksheet 1, by listing your students’ names in the left
column. Another way to do this is to use the attendance list, block out
everything but the name column, then draw lines across.
2.
Give each student a copy of the handout. Instruct students to
cross out their name and the names of any absent students.
3.
Instruct students to circulate and find one thing they have
in common with each other student on the list. They must find a different thing
for each student. For example, Soheyla might write:
                                                        Juan:       We
both like sports.
                                                      Maria:        We
both have dark hair.
Akiko:   We both have two
older brothers. Kimtien:    We both drive a car.
4.
When two students have discovered something in common, each
writes it down on the line next to the name of the student he/she is talking
to. In the above example, Soheyla writes We both like sports next to
Juan’s name, and Juan writes it next to Soheyla’s name.
5.
When they have finished, the students sit down. Ask which
verb tense they used most often (simple present) and why (facts). If the
students cannot provide these answers, give them clues by soliciting some of
the sentences they wrote down. Ask if these are true statements, etc.
6.
For fun and to learn more about the students, ask individual
students at random what they have in common with someone on their list. (It
would take too long to go over all the answers.) You may want to collect the
papers to use as a source of information for preparing other activities or
exercises.
NOTE:
This is a good culmination game at a lower level, after
completing the present tense chapter. It also works well as a review for higher
students to see if they remember why they use the present tense.
2.
ARE YOU THE ONE?
Materials:        Worksheet 2
Dynamic:         Whole class
          Time:        20 minutes
Procedure:            1.   Distribute one copy of the
worksheet to each student. Tell students to circulate, asking the questions on
the worksheet.
Example:                        On
the worksheet:       is afraid of spider Student A:  Are you afraid
of spiders? Student B:    Yes, I am.
2.
When the questioning student gets a yes answer, he/she
fills in the answerer’s name. If the answerer answers no, the
questioning student continues until he/she finds someone who answers yes.
3.
When a student completes the worksheet, he/she sits down, but
still answers other students’ questions. Not all students may be able to
complete every entry. If they have asked all their classmates a question and no
one has said yes, they can also sit
down.
                               4.           Go
over as many of the questions/answers as time allows.
NOTE:
You can limit answers to only one yes answer per student.
This avoids students pairing up and talking to only one or two other students.
Or you may allow students to write a classmate’s name as many times as that
student answers yes.
3.
SHORT ANSWERS 1
Materials:           Strips
with answers (Worksheet 3)
Dynamic:          Pairs/Small groups
          Time:        20 minutes
Procedure:      1.          Divide the class into pairs or groups
of three or four.
2.
Give each group several strips with short answers on them. Have
the students work together to write questions for the answers.
3.
The members of each group can take turns reading their questions
and answers aloud, or one student can read for the group. The rest of the class
judges whether the questions are appropriate for their answers.
4.
SHORT ANSWERS 2
Materials: None
Dynamic:    Pairs/Small groups
Time:         30 minutes
Procedure:            1.   Divide the class into pairs
or groups of three or four. There should be an even number of groups if
possible.
2.
Each group writes five short answers on a piece of paper,
exchanges answer papers with another group, and writes appropriate questions
for the other group’s answers.
Examples:
                                   Group
1: Yes, I do.                            Group 2: Do you walk to
school?
No, he wasn’t.          Was John late for class? No, you
aren’t.          Am I from Korea?
                                                             Yes,
they did.                                     Did they leave at 12:00?
                                                             No,
she didn’t.                                   Did Keiko lend you her
car?
3.
Put the two groups together and have them return the answer
papers. The group who wrote the answers checks that the questions are
appropriate.
NOTE:
This activity can be adapted to a higher level by using different
tenses, such as a mixture of perfect tenses.
SUGGESTION:
Before dividing your class into pairs, tell them what tense to
use or, for the higher-level class, if the activity is intended to be a verb
review.
5.
INFORMATION, PLEASE
Materials:   Worksheet 4
(optional)
Dynamic:  Pairs
Time:         30–45 minutes
Procedure:            1.   Divide the class into
pairs. Assign each pair a different topic to discuss. Partner A asks the
questions; partner B provides his/her own answers. Partner A can use the
worksheet questions as a guideline, but encourage students to think of other,
more specific questions. For low-level students, you may want to provide
answers for partner B or have the partners work together to create answers.
Higher-level students can use the worksheet as a guide and then develop their
own questions based on the situation.
SUGGESTED TOPICS:             mall information
desk airline information ticket booth county fair information office bus
information college information line library hospital information desk local
tourist attraction
2.
Have the students practice their questions and answers several
times. They will do a telephone role play for the class, so they should be
familiar with the questions and answers. Circulate, helping the pairs with
their grammar and checking their answers.
3.
The partners take turns presenting their role plays to the rest
of the class.
6.
HUMAN BINGO
Materials:         Worksheet 5
Dynamic:         Whole class
          Time:        15 minutes
Procedure:            1.   Go over question formation
if necessary. If this is used as a review, the students should be able to form
questions from the prompts. Give a copy of the handout to each student.
2.
Tell them to circulate, asking their classmates questions as
indicated by the prompts on the bingo card. If a student answers yes,
they write that student’s name after the prompt. If the student answers no,
they continue asking until they find someone who answers yes.
3.
As in Bingo, there are several ways to win.
a.   The first
student who gets five names in a row wins.
b.   The first
student who fills in the four corners wins.
c.   The first
student who completes the board wins.
d.   The first
student who makes a cross wins (third row down andthird row across).
e.   Use any other
variation you choose.
4.
After you have a winner, go over the tense used and why (fact or
habit?) and some of the answers (“Whose favorite color is green?” “Who gets up
at 7:00?”).
Variations:             a.  Make your own grid from
information you know about your students. They will be more likely to be able
to complete the game.
                      b.           Use
at holiday times with prompts geared to the holiday.
Examples:           Has seen a
ghost, Will go to the costume party tonight, Has eaten candy corn, Knows what a
ghoul is.
7.
TWENTY QUESTIONS 1
Materials: None
Dynamic:  Whole class
Time:         10 minutes

Procedure:

1.

Choose a category, such as famous people, occupations,
  food, or animals. Choose one student to answer questions from the rest of the
  class. Show the student a piece of paper with a word telling what he or she
  is (an object or person in the category). This student sits in front of the
  class and may answer only yes or no to any question.

2.

The
  class may ask a total of 20 yes/no questions to discover the
  “identity” of the student in front of the class (the word on the paper the
  student was shown). If they guess the student’s identity before or by the
  20th question, the class wins. If the class does not guess correctly, the
  student wins. (Although this is based on the popular Twenty Questions game,
  you may want to vary the number of questions the class can ask. Be sure to
  make the number clear before the game begins.)

Variation:

To make the game more
  challenging, especially at the higher levels, omit step 1 so that the
  students use up some of their questions determining the category.
8.
  TWENTY QUESTIONS 2

Materials:   Small pictures
Dynamic:  Whole class
Time:         10 minutes
Procedure:            1.   Tape a small picture on the
back of each student, staying within the same category, such as famous people
or occupations.
2.
The students circulate and ask each other yes/no questions
to discover “who” or “what” they are. The responding students look at the
picture on the back of the questioner before answering. Circulate around the
class to help out if the students are not sure of an answer. Instruct the
students that they can answer I don’t know if they are unsure and you
are not available to ask. In the example below, the first two questions can be
answered with yes or no just by looking at the picture. The third
question requires that the student know the identity of the person in the
picture.
                                           Examples:           Am
I a woman?
Do I have blond hair? Am I a singer?
3.
For a competition, the first student to discover his/her identity
wins. If it is not a competition, set a time limit and try to have as many
students discover their identities as possible. When students discover their
identity, have them continue to participate by answering questions from those
students who are still trying to guess their identity.
9.
CLUE
Materials:        None
Dynamic:         Whole class
          Time:        20 minutes
Procedure:            1.   This is another variation
of Twenty Questions. Choose one student to come to the front of the class. This
student will be given an identity and will give clues to the class. The class
tries to guess the identity from the clues and can ask only yes/no questions.
2.
Before starting the game, discuss strategy with the class. Tell
them that the student who is giving clues will give the most difficult clues
first and the easiest last.
                                           Example:          Identity:      baseball
                                         SAMPLE CLUES:              Many
people like me.
You can watch me.
It is (or I am) done outdoors.
I am a game/sport.
You need a mitt to play.
3.
If the class guesses the identity, it wins. If the class cannot
guess the identity after a preannounced number of clues (between 5 and 10), the
student wins.

Variation:

Send one student out of
  the room. Give the class an identity for that student, discuss clue strategy,
  and go over possible clues. When the student returns, the class members begin
  giving clues. The student may ask only yes/no questions, or you may
  limit his/her questions to identity questions (“Am I a teacher?”). If the
  student guesses his/her identity, he/she wins. Otherwise, the class wins.
10.
  MEMORY ROUND (Frequency adverbs)

Materials:

3”x 5” cards with a frequency

adverb written on
each
Dynamic:  Whole class
Time:         20 minutes
Procedure:            1.   Prepare one card for each
student. 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 Jae never eats fast food.
Student 3:       I seldom study
for tests, Akiko always brushes her teeth, and Jae never eats fast food.
Student 4:       I usually go
to bed at 11, Maria seldom studies for tests, Akiko always brushes her teeth,
and Jae never eats fast food.
SUGGESTION:
You may want to choose a topic before playing so everyone’s
sentences will relate to that topic.
11.
BALL TOSS (Frequency adverbs)
Materials:          Any soft
ball or beanbag
Dynamic:         Whole class
          Time:        10 minutes
Procedure:      1.             Arrange students in a circle,
either standing or at their desks.
2.
Ask a question using a frequency adverb, and toss the ball to a
student.
Examples:            Do
you always eat breakfast before coming to class?
How often do you wear jeans to class?
3.
The student who catches the ball must answer, using a frequency
adverb in a complete sentence. The same student then asks a question with a
frequency adverb and tosses the ball to a classmate.
12.
HOW OFTEN? (Frequency adverbs)
Materials:        Worksheet 6
Dynamic:        Pairs
          Time:        20 minutes
Procedure:            1.   Divide the class into
pairs. Give each student a copy of the worksheet, and have students interview
each other, writing the answers on their worksheet. Have the pairs work together
to do Part 2.
2.    Share answers from Part 1 with
the entire class. Check the answers for Part 2 and discuss any incorrect ones
with the group.
13.
PICTURE SEARCH (Be/Have)
Materials:    Magazines or
catalogs
Dynamic:   Small groups
Time:         15 minutes

Procedure:

1.
  Divide the class into groups of three or four. Give each group
  several catalogs or magazines. (You may want to ask each student the previous
  day to bring in a magazine or catalog.)
2.
  Have each group make ten sentences, using a form of to be or
  to have.
            Examples:            The
  man has a hat.
The man is tall.
3.
  Have the groups read their sentences aloud while showing the
  class the pictures the sentences describe.

Variation:

To make it a
  competition, the first group that shows you 20 correct sentences wins. For a
  higher group, you may want to assign more sentences.
14.
  WANT/NEED

Materials:  Worksheet 7
Dynamic:  Groups
Time:         20 minutes
Procedure:            1.   Cut up Worksheet 7 into
separate situations. Divide the class into groups of approximately four, and
give each group a different situation card.
2.
Instruct the groups to make a list of things they need and want
for the situation on their card. You may want to limit them to five items each.
3.
Each group reads its situation and tells what it needs and wants,
and why.
NOTE:
You may fill in the blanks on the worksheet before distributing
to the class, or the class can name a popular singer and actor.
 NONPROGRESSIVES
1.       RELAY

Materials:           Board and
markers/chalk
Dynamic:         Teams
          Time:        10 minutes
Procedure:            1.   Divide the board in half.
On each side, write the words progressive and nonprogressive.
2.
Divide the class into two teams. Have each team form a line.
The first person from each team comes to the board.
3.
Call out a verb. The students check either progressive or
nonprogressive. The first one to choose the correct answer gets a point
for his/her team.
NOTE:
Have students check in front of the words on the board. You will
have to erase the checks between rounds.
4.
After each verb, the students at the board are replaced by
two more students for the next verb. The team with the most points at the end
of the game wins. Both speed and accuracy are important.
2.
BALL TOSS
Materials:          Any soft
ball or beanbag
Dynamic:         Whole class
          Time:        10 minutes
Procedure:      1.             Arrange students in a circle,
either standing or at their desks.
2.    Call out a verb, and toss the ball
to a student. The student who catches the ball answers progressive or nonprogressive,
then tosses the ball to another classmate while calling out another verb.
 PRESENT PROGRESSIVE
1.       ACT
IT OUT
Materials:       Worksheet 8,
or small pieces of paper similar to Worksheet 8
Dynamic:   Whole class/Teams
Time:         20 minutes

Procedure:

1.

Cut
  up Worksheet 8 into activities, or make your own. One student comes to the
  front of the class, draws a piece of paper with an activity on it, and acts
  out the activity silently. The class tries to guess what he/she is doing.

2.

The students can take turns
  acting out the activities, or you can divide the class into teams. A student
  from each team presents the activity to his/her team. If the team guesses
  correctly in the allotted time (30 seconds?), the team scores a point. You
  may also allow the other team to “steal” after the time limit is up. This
  keeps all students involved.
NOTE: If
  you make up your own activities rather than using the worksheet, make the
  activities involved. “Jumping” is too easy even for low levels. “Jumping on
  your left foot” is better.

2.
  PICTURE SENTENCES

Materials:

Worksheet
  9 or pictures with a lot of activity

going on
Dynamic:   Small group
Time:         25 minutes
Procedure:            1.   Divide the class into
groups of three or four. Give each group the same picture, or put it on an
overhead.
2.
Instruct the groups to describe the picture in as many
sentences as possible in the time allowed, using the present progressive. The
sentences must be grammatically correct and accurately depict what is happening
in the picture.
3.
Each group reads its sentences or writes them on the board.
The group with the most correct sentences wins.

Variation 1:

Give
  each group a different picture.

Variation
  2:

Give each group a
  different picture. Follow step 2. After 15 seconds, say “Pass” and have the
  groups pass their picture to the next group. Continue until all groups have
  written sentences for all pictures. Score the correct answers as in step 3.
NOTE: Good sources for
  pictures are a picture dictionary (especially if the students have the same
  one), lower-level student ESL books containing drawings for students to
  discuss or write about, and magazine advertisements.
3.
  WHAT’S HAPPENING IN YOUR COUNTRY?

Materials:        None
Dynamic:         Whole class
          Time:        15 minutes
Procedure:            1.   Ask any student in the
class what time it is in his/her country at that moment.
2.
Then ask the student who he/she lives with when in his/her
country. (Sample answers: “In Japan, I live with my mother, father, two
brothers and a sister.” “In Brazil, I live with my wife and two children.” “In
Taiwan, I live with my mother, father and grandmother.”)
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.
4.
DESCRIPTION (Simple present and Present progressive)
Materials:  None
Dynamic:   Whole class
Time:         25 minutes
Procedure:            1.   Each student writes a
one-sentence description of a classmate on a piece of paper, without giving the
name of the person being described.
                                  Example:            She
is wearing sandals.
He has a mustache.
She is wearing a dress and has short hair.
2.    Take turns reading the
descriptions aloud. The other students try to guess who is being described.
NOTE:
Caution students not to be too general if the description applies
to most of the class (“She is wearing jeans”).
5. IMAGINATION
Materials:  None
Dynamic:   Whole class
Time:         30 minutes
Procedure: 1.           Ask
students to imagine a place where they would like to be.
(Sometimes it helps to play music,
but this may influence them.) Have them close their eyes and imagine this place
in great detail:
What are they doing? How is the weather? What do they see?
Where are they sitting or standing? Who is with them? Give them several minutes
to think about this place.
2.
Have them take a piece of paper and write a description of what
they just imagined, beginning with the place they imagined. They can write as
informally as they want. You might suggest they write this as a letter to a
friend (“I am sitting on a quiet beach”) or in their journal or diary.
3.
Ask for volunteers to read or tell about the place they would
most like to be.
NOTE:
You may want to demonstrate by telling them where you would most
like to be and what you see yourself doing there.
6.
COMPLAINTS (Always)
Materials:       None
Dynamic:         Small groups
          Time:        15 minutes
Procedure:            1.   Divide the class into
groups of three or four. Give each group the same (or a different) topic to
complain about. They must use always in their complaints. The groups
make as many complaints as possible before you tell them to stop.
SUGGESTED TOPICS:           school
family member (choose one) transportation system
city they are in roommate classmates friend
POSSIBLE COMPLAINTS:
Topic a:      The
teachers are always assigning too much homework.
The teachers are always giving too many tests.
Topic b:      My
brother is always leaving his dirty clothes on my bed.
My brother is always telling me what to do.
                               2.          Have
each group read its list of complaints aloud.

                      Worksheet 1:   IN COMMON

NAME

IN COMMON

Worksheet 2:

ARE YOU THE ONE? (PRESENT)

FIND A
  CLASSMATE WHO . . .

Has
  more brothers than sisters.

Speaks more than two languages.

Has a pet.

Is not from
  a large city.

Is older
  than you.

Is wearing
  socks.

Walks to
  school.

Has a car.

Likes to
  dance.

Likes fast
  food.

Has a name
  that begins with the same letter as yours.

Drinks
  coffee.

Is married.

Has a
  birthday in April.

Is afraid
  of spiders.

                        Worksheet 3:    SHORT ANSWERS 1

Yes, I do.

No,
  he doesn’t.

Yes, they do.

No,
  they don’t.

Yes, I am.

No,
  I am not.

Yes, he is.

No,
  he isn’t.

Yes, she does.

No,
  she doesn’t.

Yes, she is.

No,
  she isn’t.

Yes, it is.

No,
  it isn’t.

Yes, it does.

No,
  it doesn’t.

✄

                                 Worksheet 4:   INFORMATION, PLEASE

1.
Mall information desk:
a.      What
are your hours?
b.     How
do I get there?
c.      Is
there a bus stop nearby?
d.     Is
there a  (store name) in the mall?
e.      Are
there any restaurants inthe mall?
2.
Airline information:
a.      Is
flight 62 on time?
b.     At
what gate does it arrive?
c.      Which
terminal is it in?
d.     How
do I get to the airport?
e.      Is
there short-term parking?
3.
Ticket booth:
a.      Do
you have tickets for
 (group/event name)?
b.     How
much are they?
c.      Can
you send them to me?
d.     Can
I buy tickets at the door?
e.      Do
you have student rates?
4.
County fair information office:
a.      What
dates are you open?
b.     What
are your hours?
c.      Is
there a bus stop nearby?
d.     How
can I get there by car?
e.      Is
there parking nearby?
5.
Bus information:
a.      Which
bus goes to (city name)?
b.     How
much does it cost?
c.      Which
bus goes to the university?
d.     Are
there special buses fordisabled people?
e.      Is
there a child’s fare?
6.
College information line:
a.      When
does the semester begin?
b.     Is
it too late to register?
c.      Do
I have to register in person?
d.     How
do I get there?
e.      Is
there a bus stop nearby?
7. Library:
a.      Are
you open on Sundays?
b.     What
are your hours?
c.      How
do I get a library card?
d.     How
do I get there?
e.      Is
there parking nearby?
8. Hospital information
desk:
a.      What
are visiting hours?
b.     Are
children allowed?
c.      How
many people can visit atonce?
d.     How
do I get there?
e.      What
room is
(patient’s name) in?

            Worksheet 5:   HUMAN
BINGO

Gets up at 7:00

Likes chocolate

Is from a small town

Is married

Has a dog

Lives in an apartment

Likes to go bowling

Favorite color is green

Favorite class is grammar

Has more brothers than
  sisters

Drinks coffee

Eats health food

FREE

Likes to swim

Is studying a subject besides
English

Sometimes forgets to
  brush teeth

Takes a shower in the
  morning

Is wearing black shoes

Wears contact lenses

Is dating someone from
  another country

Eats lunch at 12 noon

Takes the bus to school

Is taking more than two
  classes

Has a pet

Drinks milk at breakfast

Blank grid for making your own

FREE

                    Worksheet 6:   HOW
OFTEN?
          PART 1:      Answer with a
frequency adverb whenever possible.
1.     How
often do you go to the movies?
2.     How
often do you play soccer?
3.     How
often do you eat Mexican food?
4.     How
often do you brush your teeth?

1. John seldom works.

True

False

2. John usually plays with his sons.

True

False

3. John’s wife never works.

True

False

4. She rarely studies.

True

False

5. She almost never works late.

True

False

5.     How
often do you eat breakfast?
6.     How
often do you visit your mother?
7.     How
often do you go to the library?
8.     How
often do you go to the bank?
          PART 2:       Read the
story together and circle the correct answer.
John lives in San Marcos. He works in a
restaurant. He works six days a week. After work he plays soccer or baseball
with his sons. He tries to play every day, but sometimes he can’t. John’s wife
works too. She goes to school three nights a week. Sometimes she can go only
one night a week because her children are sick or she has to work late. She
works late only one or two nights a month.
           Worksheet
7:   WANT/NEED

You are going to change
  your image.
1.
  What do you need?
2.
  What do you want?

You are going to make
  lunch for the mayor of your city.
1.
  What do you need?
2.
  What do you want?

You are getting married.
1.
  What do you need?
2.
  What do you want?

You are stranded on a
  desert island.
1.
  What do you need?
2.
  What do you want?

You are going to make a
  music video with ________________.
1.
  What do you need?
2.
  What do you want?

You lost all your
  books and assignments.
1.
  What do you need?
2.
  What do you want?

You are going to be in a
  movie with _______________________.
1.
  What do you need?
2.
  What do you want?

You are taking a
  trip around the world by boat.
1.
  What do you need?
2.
  What do you want?

✄

                   Worksheet 8:    ACT IT OUT

Hop
  on one foot while holding your other foot.

Change
  a baby’s diaper.

Drink a cup of coffee or tea.

Drive
  a car in rush-hour traffic.

Pick up trash alongside a busy highway.

Put
  on make-up.

Do sit-ups.

Lock
  a door.

Eat spaghetti.

Wash
  a car’s windshield.

Meet a friend unexpectedly.

Play
  with a kitten.

Take your dog for a walk.

Use
  a computer.

✄

           Worksheet 9:    PICTURE
SENTENCES
You and your partners will write
sentences to describe this picture, using the present progressive. Write as
many as you can in ____ minutes.

 SIMPLE PAST
1.       DETECTIVE
1
Materials:   Worksheet 10
Dynamic:   Pairs
Time:          30 minutes
Procedure:            1.   Divide students into pairs.
Have them read the situation together and fill in the blanks with a past form
of to be.
2.
Assign the roles of police officer and witness (or have the
students choose). As a class, brainstorm some questions using a past form of to
be that the police officer might ask the witness.
                                   Examples:            Was
the thief tall?
Were you across the street from the
office?
Where did the thief go when he left the office?
3.
Have the two students practice asking and answering
questions. (For a low class, you may want to copy the list of questions in the
worksheet.)
4.
Encourage the “police officer” to ask both yes/no and wh-
questions.
2.
DETECTIVE 2
Materials:    Worksheet 10
(optional)
Dynamic:   Whole class
Time:          30 minutes
Procedure: 1. Choose five students to be “suspects.”
The five draw slips of paper from a bag. Four are blank. The student who
chooses the one with an X is the “thief.” The five do not tell the rest of the
class who the “thief” is.
2.
Divide the rest of the class into groups of four or five. Using
the situation in Worksheet 10 (or your own), have the class brainstorm or adapt
the questions in Worksheet 10 to ask the “suspects.”
3.
While the rest of the class is brainstorming, take the five
“suspects” outside. The four without the X should think of answers or an alibi
for the questions they will be asked. Work with the “thief” to help him/her to
look or sound evasive and give contradictory answers. This student should not
make it obvious that he/she is the guilty one, but will have to give some clues
to the class.
4.
Reassemble the class with the five “suspects” sitting in front of
the room. The groups take turns questioning the “suspects.” After a time limit
or when they have run out of questions, the groups decide who the “thief” is.
NOTE:
This can be used as a follow-up to Detective 1 in a
highbeginning class, or it can be used as an independent activity.
3.
DETECTIVE 3
Materials:        Worksheet 11
Dynamic:        Groups
          Time:        25
minutes

Procedure:

1.

Divide the class into groups of four. Each
  group will contain a “detective” and three “witnesses.”

2.

Give
  each “witness” a section of Worksheet 11 that contains the situation and a
  witness statement, all three of which are different.
Give
  the “detective” the situation and the list of suspects.

3.

The detective questions
  the witnesses (using the past tense) to determine who is the “thief.” In
  order to choose from the suspect list, the detective will have to decide who
  is the best (most believable or accurate) witness and rely most heavily on
  that witness’ information.
NOTE: There
  is no right answer. The most logical suspect based on the given information
  is John Peters, but if the students can come up with good reasons for another
  suspect, their answer should be accepted. This activity is meant to be
  open-ended. The students decide which testimony has the most validity.

4.
  MEMORY ROUND

Materials:

A
  3”x 5” card per student, with a verb

in past tense written on each
Dynamic:         Whole class
          Time:        20 minutes
Procedure:            1.   Give each student a card
with the simple form of a different verb, written large. (You may mix irregular
and regular pasts, or just focus on irregular past forms.) Let each student
decide what the correct past form of his/her verb is.
2.
Have students sit or stand in a circle. Instruct them to think of
a sentence that uses the verb on their card. They will have to remember the
sentences, so they should not be overly long.
3.
Students hold their cards facing the circle at all times. The
first student says his/her sentence. The next student in the circle says
his/her sentence and repeats student one’s sentence. Continue around the
circle. The last student repeats all the previous sentences.
Example:
                                                Student
1:            I needed to buy groceries yesterday.
Student 2:         I ate
breakfast at 7:00, and he needed to buy groceries yesterday.
Student 3:         I drove to
the mountains last weekend, she ate breakfast at 7:00, and he needed to buy
groceries yesterday.
NOTE:
You can begin with a student who seems weak (he/she will not have
to remember so many sentences) or with the person next to the person who has
the best memory. No writing is allowed; students must focus on what their
classmates are saying.
5.
CHAIN STORIES
Materials:       A 3”x 5” card per student, with a verb written on each
Dynamic:   Large groups

Time:

20
  minutes

Procedure:

1.    Give each student a card with the simple form of a verb written
  large. The verbs may have regular or irregular past forms, or you may use a
  mixture. The students supply the past form.

2.
Put students into groups of five or six. Give each group a
sentence to begin their story. Going around in their circle, the students each
add a sentence to their story, using their verb. The stories may be serious or
funny, but they should make some sort of sense.
Example:
                                          Starting
sentence:              Yesterday, I decided to go to the park.
                                                             Student
1:             I saw an old man sitting on a bench.
                                                             Student
2:             The old man was reading a newspaper.
Student 3:         The
newspaper fell off the bench when the old man got up.
3.
After the groups have finished, they may repeat their stories for
the class, write their stories, or just end the activity in the groups.
6.
SHORT ANSWERS
Materials:       None
Dynamic:          Pairs/Small groups
          Time:        20 minutes
Procedure:            1.   Divide the class into pairs
or groups of three or four. Have each group write five short answers on a piece
of paper.
2.
The groups exchange papers with another pair or group and then
create questions for their answers.
3.
Return the papers to their originators and have the group or pair
that created the answers now check that the questions written by the other
group or pair are good matches for their answers.
7.
LET ME TELL YOU ABOUT THE TIME . . .
Materials:        Board
Dynamic:         Whole class
          Time:        30 minutes
Procedure:      1.          Write a list of descriptive adjectives
on the board.
Examples: shocking,
embarrassing, funny, crazy, wonderful, ridiculous, terrible
2.
Each student chooses an adjective and writes two to four brief
sentences to describe an experience he/she had that illustrates the adjectives
chosen. (You might give a real or fictitious example of your own.) Tell the
class that you will read their stories aloud, so they should not get too
personal unless they are prepared for everyone to know. Students should not
sign their papers.
Examples:
I had a terrible evening. I ran out of gas and walked in
the dark to a gas station, but it was closed. I had to wait for someone to pass
by and help me.
The most embarrassing thing I did was to talk about the
teacher when she was standing behind me!
A crazy thing I did was to go swimming, naked, in my
neighbor’s pool.
3.
Collect the papers and read them aloud. The students (other than
the author) should guess who wrote which experiences.
8.
TELL THE STORY
Materials:  Short video
Dynamic:   Small groups
Time:         45 minutes

Procedure:

1.

Choose a video of no more than 30 minutes. You might use a
  children’s story (such as Where the Wild Things Are), a short video
  (such as The Red Balloon), or an excerpt from a longer video as long
  as the scene is self-contained, that is, tells a story itself. Tell the class
  to pay close attention to the story.

2.

After
  the class watches the video, put them into small groups of no more than four.
  You can list difficult vocabulary on the board or give them a handout. Or you
  may want to circulate and answer questions about vocabulary as they arise.

3.

The
  students discuss the video they watched and retell the story in writing. Each
  group chooses one recorder, but all group members check over their finished
  draft.

Variation:

Copy
  a child’s picture book. Delete any words on the pages. Put the students into
  small groups and give one copy of the pictures to each group. Have them write
  the “text” to correspond to the pictures.

 IRREGULAR PAST FORMS
1.      BALL
TOSS
Materials:    Any soft ball or
beanbag
Dynamic:   Whole class
Time:         5 minutes
Procedure:            1.   This is a review game for
irregular past forms. The game can be played to review all irregular verbs, or
you can limit students to the one or two sections they have just memorized.
2.
Arrange students in a circle, either standing or at their
desks. Call out the simple form of an irregular verb and toss the ball to a
student. That student says the simple past form. Then he or she tosses the ball
to another student, who provides the past participle. This second student then
calls out a new verb and tosses the ball to a classmate.
Example:
                                                               Instructor:      swim
                                                                Student
1:       swam
Student 2:        swum,
eat Student 3:  ate
                                                                Student
4:       eaten, feel
Think of this game as chains of three. The third person
must both finish the chain and start a new one.
NOTE:
Encourage students to toss the ball easily. Even though it is
soft, you don’t want it hurting anyone. Also, if the ball comes close to a
student, he or she must attempt to catch it, not avoid it.
For lower levels:
                                                               Instructor:      swim
                                                                Student
1:       swam
                                                               Instructor:      eat
                                                                Student
1:       (throws ball)
                                                                Student
2:      ate
                                                               Instructor:      drive
                                                                Student
2:       (throws ball)
                                                                Student
3:      drove
2.
RELAY
Materials:           Board, 2
markers or pieces of chalk
Dynamic:         Teams
          Time:        10 minutes
Procedure:            1.   Divide the class into two
teams and have them line up on either side of the classroom. Write the same
list of irregular verbs (simple form) on each side of the board, but list them
in different order.
2.
The first student from each line goes to the board and chooses
any verb to write in the past form. (Limit this to either the simple past or
past participle.) As soon as he/she is done, he/she gives the marker to the
next student in line. Each student can do only one new past form, but may
correct any of the answers previously written. Spelling counts.
3.
The object is for the team to write the irregular past forms for
all the simple forms. The first team to finish correctly wins.
Suggestion:
If you have limited board space or are using a stand-up board
that might not work well for this activity, an alternative is to use tag board
strips. Write one word on each strip and attach them to the board with stick
tack or putty. The students write the irregular past form next to the word
strip. This way, if a student wants to correct a previous answer, he/she will
not accidently erase the words you listed on the board.
Using tag board strips also makes it
easy to arrange the words in different order on the two sides of the board. You
can have them prearranged in two piles and then just stick them in that order
on the board. And you can save the word strips to use again.
3.
CONCENTRATION
Materials:    Board, Worksheet
12 (optional)
Dynamic:  Groups
Time:         20 minutes
Procedure:            1.   On the board draw a grid
with just the numbers. On a paper, you will have the answers written in (see
below). Tell students whether they will be matching simple and simple past
forms or simple and past participle forms.
On the board:

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

On your paper:

1
  bought

2       bring

3

found

4        did

5

came

6
  brought

7       drink

8

bit

9          drank

10

bite

11
  blew

12      buy

13

find

14       do

15

got

16       eat

17
  come

18

ate

19
  blow

20

get

2.
Divide the class into groups of about five. Because this is a
memory game, no writing is allowed. Explain that the students 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. Each time the
team has its turn, a different member of the team calls out the numbers for
that round.
They call out two numbers together the first time (because
no one knows where any of the words are), but 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 those numbers in the blanks. Ask the class if it is a match. If
not, erase the words. If so, leave them there, but cross them out (see below).
Whenever a team makes a match, it gets another turn.
On the board:

1

2

3

4

did

5

6

7

8

9

10

11

12

13

14

do

15

16

eat

17

18

ate

19

20

4.
As a follow-up, students could work in small groups. Divide the
class into even-numbered groups and within the groups, divide the students into
two teams. Give each group a copy of the worksheet. Have them fold it in half
so they cannot see game 2 while playing game 1. Provide small pieces of
cardboard or beans to cover the words. Each group will play its own game
independent of the other
groups.
NOTE:
You may use Worksheets 12A and 12B after you review all the
verbs. You can also use the blank form (Worksheet 12C) and fill in your own
verbs. This way, you can check the students on the verbs you have just covered
in class, especially when assigning certain sections.
4.
TIC TAC TOE
Materials:          Board,
Worksheet 13 (optional)
Dynamic:         Teams
          Time:        10 minutes
Procedure:            1.   Draw a tic tac toe grid on
the board with the simple form of irregular verbs written in. Decide if you
want the students to supply the past tense or the past participle. (You can
also draw the grid with the past tense forms and ask for past participles.)
2.
Divide the class into two groups. A student from team X comes to
the board and writes in the past form for any verb on the grid. If correct,
he/she draws an X in the square. If the form is incorrect (spelling counts),
he/she cannot draw his/her team mark. Erase the answer.
3.
A student from team O comes to the board. That student may choose
to correct a square that was done incorrectly earlier, or choose another verb.
The teams alternate turns. 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.
4.
As a follow-up, divide the class into groups of three and use the
worksheet. One student is X, one is O, and the third 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.
5.
LINE-UPS
Materials:     3”x 5” cards or use Worksheet 14
Dynamic:   Whole class
Time:         20 minutes
Procedure:            1.   Give each student a
question card. If making your own, use two different colors of 3”x 5” cards. If copying worksheet 14, use two different
colors of paper. Call all students (half the class) with a yellow card (for
example) to the front and have them stand in a line facing the class.
2.
The other half of the class stands in front of the first line. If
there are an odd number of students, either one waits for someone to question,
or the extra person in the answer line waits until the line moves.
3.
Each person with a yellow question card questions the student
standing in front of him/her. When everyone has answered one question, the
students in the answer line move down one and are asked a new question.
Continue until all the students in the answer line have talked to every student
in the question line. (The students in the question line do not move.)
4.
The students in the lines now switch positions, and the former
answerers are now the questioners. Continue as in #3 above.
6.
SPELLING BEE
Materials:        None
Dynamic:         Teams
          Time:        10 minutes
Procedure:            1.   Divide students into two
teams and have them line up along the sides of the classroom. Give the first
student from line A the simple form of one of the irregular verbs. The student
must provide the correct past form and spell it correctly. For lower-level
students, this form should be the simple past form. For higherlevel students,
decide beforehand if you want them to provide the simple past or the past
participle.
2.
If the student gives the wrong form or spells it incorrectly, the
other team gets a chance to answer.
3.
After answering, whether right or wrong, the student goes to the
end of his/her line. The team earns a point for all correct answers.
4.
Alternate until you have gone through your list of verbs or until
a certain time limit has been reached. The team with the most points wins.
7.
IRREGULAR BINGO
Materials:           Worksheet
15 and markers
Dynamic:         Whole class
          Time:        20 minutes
Procedure:            1.   Give every student a copy
of one of the bingo cards and a handful of markers (papers, cardboard disks,
beans, etc.).
2.
Call out the simple form of an irregular verb. The students cover
the past (or past participle, depending on the card).
NOTE:
You could also make game cards with either the past or past
participle and require students to find the other form (in this case the basic
form is not used).
3.
The first student to cover five words in a row shouts “Bingo!”
Walk over and check for accuracy, or ask the student to call out his/her
covered words to see if they are in fact correct.
4.
For variety, ask for different completions, as in regular bingo:
five up or down, diagonals, across, or four corners. Or use copies of the same
card so that all students shout “Bingo!” at the same time.
 PAST PROGRESSIVE
1.
PICTURE SENTENCES
Materials:       Worksheet 16
or pictures with a lot of activity going on
Dynamic:   Small groups
Time:         25 minutes

Procedure:

1.

Divide
  the class into groups of three or four. Give each group the same picture, or
  put it on an overhead.

2.

Instruct
  the groups to use the past progressive to make as many sentences as possible
  in the time allowed. The sentences must be grammatically correct and
  accurately depict what is happening in the pictures.

3.

The team with the most
  correct answers at the end of the time limit wins. To determine accuracy,
  have each group read their sentences or write them on the board.
NOTE: Good
  sources for pictures are a picture dictionary (especially if the students
  have the same one), lower-level student ESL books containing drawings for
  students to discuss or write about, and magazine advertisements.

Variation 1:

Give
  each group a different picture.

Variation
  2:

Give each group a
  different picture. Follow step 2. After 15 seconds, say “Pass” and have the
  groups pass their pictures to the next group. Continue until all groups have
  written sentences for all pictures. Score the correct answers as in step 3.
2.
  PEOPLE WATCHING

Materials:  None
Dynamic:  Pairs
Time:         10 minutes
Procedure:            1.   Send students alone or in
pairs to different places on campus where there are apt to be a lot of people.
Suggestions:
library, cafeteria, student union, admissions office, outdoor eating
areas, bookstore, health center, park area, etc.
2.
Tell them to stay there for 10 to 15 minutes and observe what
everyone is doing. They will probably want to take notes.
3.
Their homework assignment is to write a paragraph about what they
observed. They may want to start out with the sentence
“Today I went to the         .” They
should then describe what the people they observed were doing.
3.
VIDEO RECALL
Materials:           Short
video segment or commercial
Dynamic:         Groups
          Time:        15
minutes

Procedure:

1.
  Show the class a short video (2–3 minutes). This could be a
  short segment from a TV show or video, or a commercial.
2.
  Tell students to watch carefully and to concentrate on the
  activity, not on what is being said. They should not take notes.
3.
  Put students in groups and have them write as many sentences as
  they can to describe what they just saw. You can set a time limit. The group
  that has the most correct sentences wins.
4.
  SONG

Materials:

Song lyrics as cloze activity (for models, see Chapter 3 or Chapter 7)

Tape player and tape of song (optional)
Dynamic:         Pairs
          Time:        15 minutes
Procedure:            1.   Find
song lyrics containing verbs in the past and past progressive. Try to choose a
song that shows a clear contrast, such as
“Tennessee Waltz.”
2.
Divide the class into pairs and give each pair a copy of the
lyrics with the past and past progressive verbs deleted. The students work
together to decide which tense is more appropriate.
3.
Play the song so the students can check their answers or, if you
do not have the music, go over the lyrics together. Elicit from the students
why they chose one tense over another. (“Are there any signal words in the
sentence?” “Is the action described clearly a continuous one?” etc.)
 PRESENT PERFECT
1.       ARE
YOU THE ONE?
Materials:   Worksheet 17
Dynamic:   Whole class
Time:         20 minutes
Procedure:            1.   Give each student a copy of
the worksheet, or make your own with items that are more relevant to your
students.
2.
The students circulate around the room and ask each other
questions in the present perfect, as in the model.
3.
Whenever a student gets a yes answer, he/she writes
down the name of the student who said yes. The students need to find
only one student who answers yes. If a student receives a no answer,
the student must continue to question others until he/she receives a yes answer
to that question. Each student continues until he/she fills in all his/her
blanks.
2.
LINE-UPS
Materials:     3”x 5” cards or Worksheet 18
Dynamic:   Whole class
Time:         20 minutes
Procedure:            1.   Give each student a
question card. If making your own, use two different colors of 3”x 5” card. If copying Worksheet 18, use two different
colors of paper. Call all students (half the class) with a yellow card (for
example) to the front and have them stand in a line facing the class.
2.
The other half of the class stands in front of the first line. If
there are an odd number of students, either one questioner waits for someone to
question, or the extra person in the answer line waits until the line moves.
3.
Each person with a yellow question card (for example) questions
the student standing in front of him/her. The student asking the question fills
in the blank with the correct form of the verb given on the card. When everyone
has answered the question, the students in the answer line move down one and
are asked a new question. Continue until all the students in the answer line
have talked to every student in the question line. (The students in the
question line do not move.)
4.
The students in the lines now switch positions, and the former
answerers are now the questioners. Continue as in #3 above.
Explanation:
Using two different colors of cards or papers makes it easy to
divide the students into questioners and answerers. When all of the students
with yellow cards have questioned all the students with pink cards, switch
lines so that the students asking questions now have pink cards.
NOTE:
Before doing the line-ups, you may want to do a sample card on
the board so that the students know what is expected of them. Ask them how to
fill in the blanks.
3.
USING SIGNALS
Materials:        Board
Dynamic:         Small groups
          Time:        10 minutes
Procedure:            1.   Divide the class into
groups of three or four. Write a list of signal words on the board.
Example: already, ever, for,
just, many times, never, since, yet
2.
Set a time limit (2 minutes, for example) and tell the groups
they must write a grammatical sentence for each signal word (one per sentence).
The students should write sentences using different vocabulary words so you
will not get
I have already eaten dinner.
I have just eaten dinner.
I have eaten dinner many times.
3.
Have one student from each group read the group’s answers. Assign
one point for each grammatically correct and logical sentence.
4.
FBI FILES
Materials:        None
Dynamic:         Small groups
          Time:        40 minutes
Procedure:            1.   Divide the class into
groups of three or four. Have each group write an FBI file on a wanted
criminal.
Examples:
They have robbed 15 banks so far.
They have been seen in Chicago, New York, and Atlanta.
They have escaped from prison three times.
To liven things up, they might use the name of someone in
their group or use the whole group as a gang.
2.
Let them work for about 20–25 minutes as you circulate and help
them make distinctions between simple past and the perfect tense.
3.
Post the reports and let students circulate, look at them, and
make comments.
4.
To continue the fun, when the students are seated again, ask them
to tell you anything suspicious that they have seen. Work with them to make
additional perfect tense sentences.
NOTE:
A follow-up detective game is fun (see Detective Games 1,
2, and 3 on pages 26 and 27).
 PAST PERFECT
1.       LINE-UPS
Materials:     3”x 5” cards or Worksheet 19
Dynamic:   Whole class
Time:         20 minutes
Procedure:            1.   Give each student a
question card. If making your own, use two different colors of 3”x 5” card. If copying the worksheet, use two
different colors of paper. Call all students (half the class) with a yellow
card (for example) to the front and have them stand in a line facing the class.
2.
The other half of the class stands in front of the first
line. If there is an odd number of students, either one questioner waits for
someone to question, or the extra person in the answer line waits until the
line moves.
3.
Each person with a question card (in the first row) asks the
questions of the student standing in front of him/her. The student asking the
question fills in the blanks with the correct form of the verb given on the card.
When everyone has answered the question, the students in the answer line move
down one and are asked a new question. Continue until all the students in the
answer line
have talked to every student in the question line. (The
students in the question line do not move.)
4.
The students in the lines now switch positions, and the
former answerers are now the questioners. Continue as in #3 above.
Explanation:
Using two different colors of cards or papers makes it easier to
divide the class into questioners and answerers. When all the students with
yellow cards have questioned all the students with pink cards, switch lines so
that the students asking questions have pink cards.
NOTE:
Before doing the line-ups, you may want to do a sample card on
the board so that the students know what is expected of them. Ask them how to
fill in the blanks.
  PAST REVIEW
1.       QUESTIONNAIRE
(Present/Past perfect)
Materials:         Worksheet
20
Dynamic:         Pairs
          Time:        25 minutes
Procedure:            1.   Divide the class into
pairs, and give each student a copy of the worksheet.
2.
Have them ask each other the questions on the paper, then
write their partner’s answers.
Example:
Anton:      What have you done
more than three times today?
                                                              Maria:       I
have drunk water.
Anton writes:         Maria has
drunk water more than three times today.
3.
After students have completed the questionnaire, go around
and randomly ask for answers from the students, or you may collect the
questionnaires and correct them.
2.
ACT IT OUT (Simple past/Past perfect)
Materials:   Worksheet 21
Dynamic:  Pairs
Time:         30 minutes
Procedure: 1.           Cut up the cards in the worksheet or make
your own.
2.
Divide the class into pairs. Have each pair come to the front of
the room and draw a card. As in charades, the students will act out the
activity depicted without speaking. The students must work together to depict
the activity.
3.
The class tries to guess what is going on, then states it in a
complete sentence.

Fill in the blanks with a past form of
to be (was, were, wasn’t or weren’t).
A thief stole a computer
and printer from an office on campus Saturday at 10:00. Sandy              in the parking lot across from the
office, standing next to her car. She saw him for only a few minutes, but she
 sure she could identify him. The
police officers
happy to have a witness, but they        sure how much Sandy
saw from the parking lot. Sandy             positive
she could answer the
detectives’ questions.
QUESTIONS:

Worksheet 10:

DETECTIVE 1

           1.                         you near the ESL
office at 10:00 on Saturday?

8.
his clothes old or new?
9.
his clothes expensive?
he?
         11.                      he
someone you knew?

Worksheet 11:

DETECTIVE 3

SITUATION:
A computer and
  printer were stolen from the ESL office on Sunday at 10:00.
The
  police found several witnesses who saw something suspicious on Sunday and
  have compiled a list of four suspects. The detective is now questioning the
  witnesses again and then will decide who the probable thief was.

WITNESS 1:
I
  had just parked my car in the parking lot across from the ESL office. I was
  planning to go to the library to study. I was taking my books out of the car
  when a man came out of the office, carrying a computer and printer. He looked
  familiar. In fact, I’m sure I’ve seen him at the ESL department several
  times. I’m not sure if he was a student or if he worked there. He was tall
  and had light brown hair, I think.

✄

SITUATION:
A computer and
  printer were stolen from the ESL office on Sunday at 10:00.
The
  police found several witnesses who saw something suspicious on Sunday and
  have compiled a list of four suspects. The detective is now questioning the
  witnesses again and then will decide who the probable thief was.

WITNESS 2:
I
  was eating breakfast with Chris at the campus cafe when I saw a young guy run
  past with a computer. I think he was wearing jeans, but I’m not sure. He
  might have had a cap on. I didn’t see his hair. I thought it was strange that
  someone would be running on campus with a computer. That’s why I noticed him.
  Anyway, I told Chris to look, and he turned around to see. We were talking
  about last night’s party at the time.

✄

Worksheet 11:

(CONTINUED)

✄

SITUATION:
A computer and
  printer were stolen from the ESL office on Sunday at 10:00.
The police found several witnesses who saw something
  suspicious on Sunday, and they have compiled a list of four suspects. The
  detective is now questioning the witnesses again and then will decide who the
  probable thief was.

WITNESS 3:
Well, I didn’t see much. I was eating and talking to Sandy
  at the cafe. Actually, my back was to the sidewalk. Sandy said, “Hey, look at
  that!” so I turned around. I saw a guy running, and he was carrying
  something. I couldn’t see what it was, but it seemed heavy. I only saw him
  from the back, but I can describe him. I have good eyes. He was wearing
  shorts and a blue T-shirt. His hair was dark––or maybe he had a dark cap on.
  He was about average height.

✄

SITUATION:
A computer and
  printer were stolen from the ESL office on Sunday at 10:00.
The police found several witnesses who saw something
  suspicious on Sunday, and they have compiled a list of four suspects. The
  detective is now questioning the witnesses again and then will decide who the
  probable thief was.

SUSPECTS:
1.      John
  Peters office worker on campus, recently quit. Age: 30. Hair: brown. Height:
  6 ft.
2.
  Dr. James Brown   professor in the history department.
Age: 39. Hair: brown
  and gray. Wears glasses. Height: 5’7”
3.
  Paul Taylor            unemployed. Lives near campus.
Age: 20. Hair: blond. Height: 6’1”
4.
  Ken Dey    student in the ESL department.
Age: 22. Hair: black. Height: 5’9”

Worksheet 12A:

CONCENTRATION
  (SIMPLE
  FORM AND PAST TENSE)

GAME 1

1

be

2            became

3

begin

4

caught

5

break

6

chose

7          cost

8

bent

9

broke

10

cut

11

catch

12
  become

13

built

14

cut

15

cost

16

build

17
  choose

18

was

19

bend

20

began

GAME 2

1

write

2

spoke

3

won

4

shook

5

rode

6

told

7

threw

8

sang

9

speak

10

ride

11

win

12

wear

13

said

14

wrote

15

sing

16

shake

17

say

18

wore

19

throw

20

tell

Worksheet 12B:

CONCENTRATION
  (PAST
  FORM AND PAST PARTICIPLE)

GAME 1

1

flew

2              drunk

3             known

4

torn

5             taught

6

caught

7
  forgotten

8         flown

9

fell

10
  caught

11

felt

12
  taught

13
  spoken

14

forgot

15       fallen

16

drank

17         felt

18       knew

19

spoke

20        tore

GAME 2

1

ate

2

laid

3         taken

4

lain

5

eaten

6

got

7

stolen

8           did

9

frozen

10

slid

11

sung

12

slid

13         lay

14

laid

15

stole

16

done

17

froze

18
  gotten

19

took

20

sing

Worksheet 12C:

CONCENTRATION

GAME 1

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

GAME 2

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

                               Worksheet 13:   TIC TAC TOE

teach

catch

buy

grow

hear

bring

fight

shoot

see

be

bite

build

choose

cut

draw

fit

drive

feed

hide

hurt

keep

leave

let

lend

light

lose

hold

Worksheet 14:

LINE-UPS (IRREGULAR PAST FORMS)

✄

What did you eat for breakfast?

Where
  did you go after class yesterday?

How
  much did your grammar book cost?

What
  did you drink with lunch yesterday?

What did you buy recently at the grocery store?

What
  did you hear the teacher say?

Where did you leave your books?

Who
  did you see before class?

Who did you last send a letter to?

How late did you sleep this morning?

How
  much money did you spend on lunch yesterday?

What
  did you bring to school today?

                               Worksheet 14:    (CONTINUED)

Who
  did you recently send a package to?

What
  did you make for dinner yesterday?

Who was the last person you saw before class?

What
  did you lend a friend last week?

Who did you last fight with?

What
  did you break recently?

Where did you put your books when you got home from class
  yesterday?

Who
  did you sit next to in class today?

What did you recently lose?

What
  did you quit doing?

When did you last go swimming?

What
  did you read yesterday or today?

What did you cut out of the newspaper or magazine?

How
  much did you pay for your last haircut?

✄

Worksheet 15A: IRREGULAR
BINGO

was

blew

bought

cut

ate

found

went

hid

left

paid

ran

shook

FREE

spoke

took

thought

won

broke

caught

fought

did

fell

felt

got

said

         Worksheet
15B:  IRREGULAR BINGO

said

got

felt

fell

did

fought

caught

broke

won

thought

ran

shook

FREE

spoke

took

paid

left

hid

went

found

was

blew

bought

cut

ate

Worksheet 15C:   IRREGULAR
BINGO

ate

left

won

did

said

caught

went

was

found

shook

broke

got

FREE

paid

spoke

fought

fell

ran

thought

felt

took

blew

bought

cut

hid

Worksheet 15D

FREE

Worksheet 16:    PICTURE SENTENCES
You and your partners will write
sentences to describe this picture, using the past progressive. Write as many
as you can in ___ minutes.

         Worksheet 17:   ARE
YOU THE ONE?
Use the following verb phrases to ask
questions using the present perfect. Try to get a yes answer to each
question. When you find someone who answers yes, write his/her name on
the blank. Do not write the name if he/she answers no.
1.
arrive late to a movie
2.
dream in English
3.
be “stood up”
4.
lose your homework
5.
sleep in class
6.
eat raw fish
7.
go to traffic court
8.
act crazy with friends
9.
go on a “blind date”
10.     meet
someone famous
11.     visit
a country in Asia
12.     fly
over an ocean
13.     get
on the wrong bus or train
14.     lose
your ID
15.     speak
your own language in English class

Worksheet 18:

LINE-UPS (PRESENT PERFECT)

What
  have you this morning?

(eat)

Who
  have you           (speak) to before class
  today?

What have you (forget) to
  do?

What
  have you
(think)
  about doing after class?

Where
  have you        (go) shopping?

What have you          (give) a
  friend?

How much money have you
 (lend) a
  friend?

What
  have you          (send) to your family
  recently?

What
  habit have you (quit)?

How
  often have you
(be)
  to the movies this month?

What
  have you          (tell) a family member
  more than once?

What
  have you          (lose) recently?

✄

                     Worksheet 18:    (CONTINUED)

How often have you
(see)
  your family since you came to this school?

Who
  have you           (tell) a secret to more
  than once?

What have you
(drink)
  more than once today?

What
  have you          (do) more than once
  today?

How many essays have you
 (write)
  in writing
class?

How
  many people from your country have you
(meet)
  in this class?

How often have you
(buy) a soft drink in the last week?

What have you
(begin)
  to do since coming to the United States?

What is the longest you
  have
 (sleep)
  since coming
to
  this school?

How much money have you
 (spend)
  on lunch this
past
  month?

What have you
(break)
  more than once?

How
  have you this week?

(feel)

Who
  have you           (know) since you were a
  child?

Who have you          (sit)
next to in class more than once this week?

✄

Worksheet 19:

LINE-UPS (PAST PERFECT)

Where                                  (you,
  study)
English before you
(come) to this school?

Who (if anyone)     (you,
know) in this class
  when you
 (start) to study here?

What
      (you, hear) about this
  school before you  (come) here?

How many times    (you,
see)
  a movie in English before you  (come) to
  this city?

What    (you,
  already, do) before you             (leave) home this morning?

What                             (you,
  already,
eat)
  before you            (come) to class?

When you                               (leave)
  for
class this morning,
(the sun, come up)?

Who
     (already, get up) when you             (leave) home this
  morning?

What (you,
  never, see) before you (go) to a museum?

What (you,
  never, eat) before you (go) to a
Mexican
  restaurant?

Where                            (you,
  be) before
you      (get) home yesterday?

Before you (go) to
  bed last night, what (you, already, do)?

✄

                      Worksheet 20:   QUESTIONNAIRE
Write your partner’s answers in
complete sentences.
1.
What is something you have done more than once today?

2.
What is something you have done more than five times in your
life?

3.
What is something you have never done, but would like to try?

4.
What is something you have done only since coming to this school?

5.

Who have you just spoken to?

6.
What is something you had thought about the opposite sex before
youtalked to many of them?

7.
Who
is someone you wish you had seen before you left home to comehere?
8.
What is something you had already done before you entered
highschool?
9.
Where had you traveled before you came to this school?
10.       Where
had you learned English before you came to this school?

Worksheet 21:

ACT IT OUT

Student A had entered the class before the teacher (Student
  B) arrived.

Student
  A had eaten the entire meal before Student B returned from the restroom.

Student A had finished his/her homework before he/she
  called Student B.

Student
  A had already gotten ready for class before Student B woke up.

Student A had already washed the dishes by the time Student
  B arrived.

Student
  A had talked to the teacher (Student B) before entering the classroom.

Student
  A had already fed and walked the dog by the time Student B was ready to go.

The
  mother (Student A) had already changed the baby’s diaper by the time the
  father (Student B) got up from watching TV.

Student A had already finished the race by the time Student
  B was halfway through.

Student
  A had already walked to the door by the time the doorbell rang.

Student A had already gotten a sunburn by the time his/her
  friend got to the beach.

Student
  A had already finished washing his/her car by the time Student B offered to
  help.

✄

   FUTURE — Predictions
1.      FORTUNE
COOKIES*
        Materials:           One
fortune cookie per student
         Dynamic:       Whole class
                 Time:        15 minutes
Procedure:            1.         Discuss with the
class where they find predictions in the “real world.” (Usual answers will
include weather forecasts and fortune telling.) Ask if they can think of a restaurant
where fortunes are used. Most of the time, at least one student will mention
Chinese restaurants. Explain that the fortune cookies at Chinese restaurants
sometimes contain fortunes, but sometimes may be just factual statements (“You
are a good person”).
2.
Give each student a fortune cookie and have them look at
their
“fortunes” to see if the main verb form is either to be
+ -ing or will + simple form. If a student has one of these
forms in his/her fortune, ask him/her to read it aloud to the class.
3.
Because these fortunes are often difficult for a non-native
speaker to understand, go over the meanings, perhaps asking the class what they
think is meant.
NOTE:
Fortune cookies can usually be found in large supermarkets in the
Asian food aisle.
*Suzanne W. Woodward’s Fortune
Cookies was originally published in TESOL Journal, Vol. 5, No. 3,
Spring 1996, p. 31.
Used with permission.
2.
WRITE YOUR OWN FORTUNES
Materials:        One slip of
paper per student with the name of a classmate on it
         Dynamic:       Whole class
                 Time:        10 minutes
Procedure:            1.         Distribute the slips
of paper. Tell the students they are going to write a fortune for the student
whose name is on their paper. The fortunes may be silly or serious, but must
contain one of the future forms studied in class.
2.
Collect the slips. Redistribute the fortunes to the students
whose names are on the papers.
3.
Invite students to share their fortunes with the class, but do
not require them to do so. If the students know each other well, the fortunes
may be too personal to share with the rest of the class.
4.
Have students check their fortunes to see if one of the correct
forms was used. If not, have them try to rewrite the prediction, using a
correct future form.
NOTE:
This is a good follow-up activity to Activity 1: Fortune
Cookies, but it can be done alone by doing steps 1 and 2 of Activity 1
first.
3.       MAGIC
8 BALL
                Materials:             A 3”x
5” index card per
student, Magic 8 Ball
                  Dynamic:       Whole class
                          Time:        30 minutes
                Procedure:      1.                         Have students write two
predictions for their classmates on their
index cards––one using will and the other using be
going to. Tell them to make the predictions general so that they can apply
to anyone in the class. They can be serious or funny and should be positive.
Put all the cards into a hat or bag.
2.
Each student pulls a card. If a student draws the card he/she
wrote, he/she replaces it and chooses another.
3.
The students read one of the predictions on the card, turn it
over, and on the back write one or more questions that might come before the
prediction.
                                                          Example:             Prediction:          You
will win a hundred dollars.
                                                                                Questions:         Will
I be lucky in Las Vegas?
Will I win the lottery this weekend?
4.
Collect the cards again. Pull out the Magic 8 Ball and announce
that Professor Grammar has a magic ball that can tell the future. Ask
volunteers to pose a question to the Magic 8 Ball. Professor Grammar reads the
ball’s answer to the class. Everyone will want to question the ball at least
once.
5.
If time, they can read the second question for the second
prediction.
NOTE:
The Magic 8 Ball is available in any toy store.
SUGGESTION:
Instead of using a Magic 8 Ball, you can prepare some general
answers on slips of paper, such as yes, no, definitely, probably
not, it’s unclear at this time, etc. When a student asks his/her
question, Professor Grammar can reach into a bag and pull out a slip with the
answer to the question.
4.       WHAT’S
NEXT?
Materials:       Several
different pictures representing some activities
          Dynamic:        Small groups
                  Time:        30 minutes

Procedure:

1.
  Arrange students in groups of three or four, and give each
  group a picture. (Magazine advertisements are good for this activity.)
2.
  Tell the groups to look carefully at their pictures and decide
  what is happening or has happened. If various scenarios are possible, the
  group should settle on the most likely. Then, the students predict what they
  think will happen next to the people in the picture.
3.
  You may want each group to work together to write a short
  paragraph describing what they think will happen. Another way to close this
  activity is for each group to show its picture, describe the scene, and then
  give its predictions.
5.
  SONG

Materials:

Worksheet
  22, or other song lyrics

Tape recorder and tape (optional)
          Dynamic:       Pairs
                  Time:        20 minutes
Procedure:            1.   Choose a song with several
lines that use future verbs. Type up the words, but eliminate the future forms.
Instead, provide the simple form of the verb (see Worksheet 22).
2.
Students work in pairs to fill in the blanks.
3.
To check the answers, either go over the song together or play
the song so students can check for themselves. (Explain that either to be +
-ing or will + simple form is acceptable as long as it makes a
prediction, so they should not change their answers from one form to the other
when going over the words.)
6.
ROLE PLAY
                Materials:       None
                 Dynamic:        Whole
class/Pairs
                         Time:        45 minutes

Procedure:

1.

Assign each student a
  role. In some cases, the students will work in pairs.
Suggestions:          Fortune
  teller (pairs)
Weather
  forecaster
Politician
  running for election
Job
  applicant (pairs)
Greenhouse
  (nursery) worker (pairs possible)
Guest
  lecturers: pollution, environment, economy
Graduation
  speaker
Student talking about
  future plans
Give
  students class time to prepare a short speech, or have them prepare a speech
  (1–3 minutes) for homework.

2.

Students
  take turns giving their speeches/role plays to the class.

3.

To keep the class’s
  interest, try one of the following:
a.
  Have the audience write down all the predictions they hear.
  Thiscould be an individual activity, or a group activity where you allow the
  group members to compare notes briefly. The group or students with the most
  correctly recorded predictions “wins.”
b.
  For each role play/speech, assign one student to count the
  numberof times a future form is used. Assign another to make a list of the
  predictions. The speaker decides if they are correct. Alternate these roles
  so everyone gets a chance to do at least one.

Variation:

To incorporate writing,
  you may have the students write out their speeches or conversations for
  homework and hand them in before giving their oral presentations.
7.
  INTERVIEWS

                Materials:       None
                 Dynamic:       Pairs
                         Time:        30 minutes
Procedure:            1.   Divide the class into
pairs. The partners interview each other about their future plans––either
immediate or long term.
Sample questions:
What are you going to do after you finish this English
program?
Are you going to go to a university?
When you return home, are you going to look for a job?
When do you think you will get married?
2.    Have each student give a short
oral report to the class about his/her partner’s future plans, or have each
student write a paragraph about his/her partner’s future plans.
NOTE:
You may prefer to use this activity to review prior plans,
keeping in mind that often long-range “plans” are really predictions. You may
want to discuss which of the future plans is really a prior plan (going to a
university if the student has already filled in the paper work) and which are
really predictions (I will look for a job when I return home).
      FUTURE — Willingness
1.       ACCIDENT

        Materials:          Props
for accident role play
          Dynamic:       Whole class
                  Time:        10 minutes
Procedure:            1.   Without telling the class,
role play an accident in class. If more than one person is needed, “recruit”
another instructor, a member of the class, or a student from another class.
2.
Keep the “accident” simple, but be sure to include something
the students may or may not be willing to help with.
Suggestions:
Spill water on tests: “Will anyone volunteer to ask
the secretary for more (or get other copies off my desk, etc.)?”
Arrange for an accomplice to slip on
the floor and pretend to be injured: “Will someone help this person to the
office?”
Be sure to arrange in advance with
anyone the students may go to for help.
3.
Explain that the activity the students witnessed was not
real. Go over what happened and discuss why students were or were not willing
to get involved.
                   FUTURE — Prior Plan
1.      MAKING
AN APPOINTMENT
                Materials:           Worksheet 23A (For variation, 23B and 23C)
                 Dynamic:       Pairs
                         Time:        15–30 minutes

Procedure:

1.

Divide the class into
  pairs. Give a copy of Worksheet 23A to each student. Student A is calling to
  make an appointment. Student B is a receptionist in a doctor’s office. The
  students must refer to Worksheet 23A to see when they can schedule an
  appointment.
Sample conversation:
Student A:       Hello.
  I need to make an appointment with the doctor.
                       Student
  B:         How about Monday at 3:30?
Student A:       No,
  I have a class every afternoon until 4 o’clock. Are there any appointments
  open in the morning?
                       Student
  B:         Can you come Wednesday at 9:00?
Student A:       No,
  I have a dentist appointment then. How about 12:30?
Student B:        I’m
  sorry, the doctor is at lunch between 12:00 and 1:00 every day. Can you come
  Thursday at 10:15?
                       Student A:       Yes,
  I’m free then.

Variation:

Choose
  five students to be receptionists and station them around the classroom. Each
  has one of the office schedules in 23A, 23B, and 23C. The other students need
  to make appointments with all the receptionists. Each student making an
  appointment uses the student schedule in 23A. They form lines in front of the
  five receptionists and make appointments. To give all students a chance, you
  may want to impose a time limit. If a student has not made an appointment in
  that time, he/she goes to the back of the line or to a different
  receptionist. The size of the class will determine how many appointments each
  student can make.

2.
This activity can stop when the first student has made all
his/her appointments or when a specified time limit has been reached.
2.
DAILY PLANNER
                Materials:        Worksheet 24
                  Dynamic:       Whole class
                          Time:        20 minutes
                Procedure:      1.                    Give each student a copy of
Worksheet 24 and tell them to think of
one thing that they are planning to do each day for the
next week or half-week. They should write a short note on their planner
(worksheet) indicating each activity.
                                                          Example:           SUNDAY:
visit my parents
2.    Each student tries to find
another student to accompany him/her on each activity by asking, first, what
they are doing at a specific time in the future and, second, if they are
interested in doing the particular activity. You may want to write the following
sample dialogues on the board.
                                                                         Student
A:         Are you free on Sunday at 2 PM?
                                                                         Student
B:      Yes, I’m free.
Student A:            I’m visiting my
parents at their farm. Would you like to come? Student B: Yes, I’d like
to.
Student A:       I’m going to
visit my parents at their farm on Sunday afternoon. Would you like to come?
                                                                         Student
B:         No, I have other plans.
                                                                         Student
A:          Well, let me know if you change your mind.
                                                                         Student
A:         Are you free on Sunday at 2 PM?
                                                                         Student
B:      Yes, I’m free.
Student A:       I’m visiting
my parents at their farm. Would you like to come?
                                                                         Student
B:          I’m sorry, but I really don’t like the country.
A student may refuse to accompany another because he/she is
busy, is uninterested in the activity, or has another valid excuse.
3.
The students find a different person for each activity, thereby
mingling with other students and practicing the structure as much as possible.
They must write down the name of the student who agrees to accompany them on
each activity.
4.
When they have a different name for each day, they are finished.
It may not be possible for them to find students to accompany them on every
activity. Therefore, you may want to set a time limit.
Whoever has the most names at that point is the winner.
5.
Follow up by asking students at random what they are doing at a
specific time/date and with whom.
NOTE: This variation on
the previous activity, Making an
Appointment, uses the present progressive to
express future time.
3.
INTERVIEWS
         Materials:       None
          Dynamic:       Pairs
                  Time:        30 minutes
Procedure:            1.   Same as the interview
activity listed in Interviews (3.1.7). This time, the students must
focus on immediate plans. In their interviews, they should pick a specific
time, such as “this evening,” “tomorrow morning,” or “this weekend.” Follow the
same procedure as in activity 3.1.7.
       FUTURE — Predictions, Prior
Plans, or
Willingness
1.       GOSSIP,
GOSSIP, GOSSIP
         Materials:       None
          Dynamic:       Whole class
                  Time:        10 minutes
Procedure:            1.   Arrange student desks in a
circle, or have students stand in a circle. To the first student, the
instructor whispers a sentence that contains at least one future form. Each
student whispers to the next until the sentence reaches the last student.
2.
The last student writes what he/she heard on the board. The
instructor also writes the first sentence to compare the differences. Discuss
whether the future in the sentence on the board expresses a prediction, a prior
plan, or willingness.
3.
Play a few more rounds if time allows. This time, let a
student start the gossip.
2.
FAIRY TALES
        Materials:          Worksheets
25A, 25B, and 25C
Worksheet 25D
(optional)
          Dynamic:       Pairs
                  Time:        40 minutes

Procedure:

1.
  Briefly discuss fairy tales with the class. Who are fairy tales
  for? What are some popular ones from their countries? Does the class know any
  that are popular in the United States/North America?
2.
  Give half the class Worksheet 25A and the other half, Worksheet
  25B. For homework, they should read the story and be ready to tell the story
  to their partner without reading from the paper. (You may want to allow them
  to use notes or to glance at the worksheet.)
3.
  Form the class into pairs, one with Worksheet 25A and the other
  with Worksheet 25B. The students tell each other their fairy tale. The
  partners then work together to answer the questions on Worksheet 25C.

Variation:

If the students are familiar with these two fairy tales, instead of
  giving them the worksheets, you may want to have them tell the stories on
  their own. This is a less controlled format because you will not be sure the
  students are using future forms in their retelling.

Follow-up:

Read aloud short one-page
  fables, but eliminate the moral. Put the students in groups to discuss what
  they heard and to guess the moral.
See
  Worksheet 25D for possibilities.

    FUTURE IN TIME CLAUSES
1.      SONG
        Materials:           Worksheet
26, or other song lyrics
Tape recorder and tape (optional)
          Dynamic:       Pairs

Time:

20
  minutes

Procedure:

1.    Arrange students in pairs or in groups of three. Give a copy of
  the song to each pair or group. Have the students work together to fill in
  the missing verb forms.

2.
Go over the answers together. If you have the music, play it
and let the students check their own answers.
 FUTURE PROGRESSIVE AND FUTURE TIME
CLAUSES
1.
SONG
       Materials:           Worksheet
27A and 27B, or make your own
Tape recorder and music (optional)
         Dynamic:       Pairs

Time:

20
  minutes

Procedure:

1.
  Put students in pairs or in groups of three. Give a copy of the
  song to each pair or group. Have the students fill in the missing verb forms
  and answer the questions on the worksheet.
2.
  Go over the answers together. If you have the music, play it
  and let the students check their own answers.

    FUTURE PERFECT
1.      LIFE
EVENTS
       Materials:       None
         Dynamic:        Small groups
                 Time:        30 minutes
Procedure:            1.   Divide the class into
groups of three or four. Each group brainstorms a list of events that may
happen to them in the future (get married, have children, get a degree, go to a
university, finish the English program, return home, buy a new car, etc.).
2.
Each student in the group works independently to make five
sentences that use two of the items on the list. They may use an item more than
once. For example, a student may decide to combine the items get married and
finish the English program into a sentence such as By the time I get
married, I will have finished this English program.
3.
Each student reads his/her sentences to the group. The group
decides if the sentences are grammatically correct. The group may
also want to comment on logic. (For
example, do they want to accept By the time I finish the ESL program, I will
have gotten my BA degree or By the time I finish the ESL program, I will
have returned to my country as logical?)

Worksheet 22:

SONG

“Some of These Days”*
I hope you’ll never forget to
remember me when you hear . . .
REFRAIN:
Some of these days

You
Some of these days
You

me baby (miss)
so lonely (be)

Youmy kissing (miss)
Youmy hugging (miss)
Youme baby (miss)

When I’m far away
Well, I feel so lonely
For
  you only Ah, but honey,
You had your way.
When you leave,

I know it

me (grieve)

                   You me baby (miss)
When you’re gone.
REFRAIN
Repeat lines starting with “Well, I feel so lonely .
. .”
* by Shelton Brooks (1910)

Worksheet 23A:

MAKING AN APPOINTMENT

Student

 MON

 TUES

       WED

  THURS

 FRI

  9 – 10

Writing class

Writing class

Writing class

Writing class

Writing class

  10 – 11

  11 – 12

Reading class

11:30
Dentist

Reading class

12
  – 1

Lunch w/Ann

  1 – 2

Pick up film

  2 – 3

Meeting w/advisor

  3 – 4

Elective 3 – 4:30

Elective 3 – 4:30

Elective 3 – 4:30

  4 – 5

 Doctor

 MON

 TUES

       WED

  THURS

 FRI

  9 – 10

Hospital

Hospital

  10 – 11

T.
  Duong

  11 – 12

12
  – 1

Lunch

Lunch

Lunch

Lunch

Lunch

  1 – 2

  2 – 3

Mrs. Graham

Meeting
2 – 3:30,
Dr. Lee

S. Lopez

  3 – 4

T.
  Johnson

M. Goldman
3:30
  – 4:30

  4 – 5

Julieta Bejar

Worksheet 23B:

MAKING AN APPOINTMENT (VARIATION)

Vet

  MON

  TUES

       WED

   THURS

  FRI

  9 – 10

P. Philips

  10 – 11

J.
  Clemens

  11 – 12

12
  – 1

Lunch

Lunch

Lunch

Lunch

Lunch

  1 – 2

Surgery

Surgery

Surgery

Surgery

Surgery

  2 – 3

  3 – 4

V.
  Ohama

C.
  Carstairs

  4 – 5

S. Moon

Counselor

 MON

  TUES

  WED

  THURS

 FRI

  9 – 10

Drop-in

Drop-in

  10 – 11

  11 – 12

Lunch

Lunch

Lunch

Lunch

Lunch

12
  – 1

  1 – 2

Meeting
  w/Director

Meeting w/Advisory
  committee

  2 – 3

  3 – 4

Doctor appt.

  4 – 5

off

off

off

off

off

Worksheet 23C:

MAKING AN APPOINTMENT (VARIATION)

Dentist

      MON

      TUES

WED

  THURS

 FRI

  9 – 10

J. Smith

CLOSED

  10 – 11

R.
  Phillips

  11 – 12

12
  – 1

  1 – 2

Lunch

Lunch

Lunch

Lunch

  2 – 3

Conference

S. Case

  3 – 4

  4 – 5

Meeting

Hairdresser

      MON

  TUES

      WED

  THURS

  FRI

  9 – 10

CLOSED

M. Lee

  10 – 11

  11 – 12

Dominick

12
  – 1

Alicia

Carolyn
  F.

  1 – 2

Lunch

Lunch

Lunch

Lunch

  2 – 3

  3 – 4

J.
  Peterson

  4 – 5

Florence

Worksheet 23D:

BLANK APPOINTMENT SCHEDULES

 MON

  TUES

  WED

  THURS

  FRI

  9 – 10

  10 – 11

  11 – 12

12
  – 1

  1 – 2

  2 – 3

  3 – 4

  4 – 5

 MON

  TUES

  WED

  THURS

  FRI

  9 – 10

  10 – 11

  11 – 12

12
  – 1

  1 – 2

  2 – 3

  3 – 4

  4 – 5

Worksheet 24:        DAILY
PLANNER

WEEK
  OF

MONDAY

THURSDAY

TUESDAY

FRIDAY

WEDNESDAY

SATURDAY         SUNDAY

Worksheet 25A:

FAIRY TALES: “THE LITTLE RED HEN”

(adapted from the stories compiled by Joseph Jacobs)
Once upon a time, a little red hen
and her chick found a stalk of wheat. “With this stalk, we can grow wheat to
make into bread,” the hen told her chick. “Now, who will help us plant this
wheat?” “I won’t,” said the pig.
“I won’t,” said the duck.
“I won’t,” said the goat.
“Then my chick and I will plant it
ourselves.” And they did just that. After some time, the wheat grew, and it was
time to harvest it.
“Who will help us harvest this wheat?” the hen asked.
“I won’t,” said the pig.
“I won’t,” said the duck.
“I won’t,” said the goat.
“Well, then we will
have to do it ourselves.” So the little red hen and her chick harvested all the
wheat. “Now, who will help us grind this wheat into flour?” “I won’t,” said the
pig.
“I won’t,” said the duck.
“I won’t,” said the goat.
“Hmmm. Then I guess we will do it
ourselves.” After the wheat had been ground into flour, the little red hen
asked if any of the others were willing to help make the bread. Again, she got
the same responses from the pig, duck, and goat. So the little red hen and her
chick worked hard to make the flour into bread.
The pig, duck, and goat could smell
the bread cooking. “Mmmm. That smells good,” they all said. “Is it ready?”
“Yes, it is,” said the little red hen,
taking the bread out of the oven. “Now, who will help us eat it?
“I will,” said the pig.
“I will,” said the duck.
“I will,” said the goat.
“Oh, no you won’t!” she cried.
“You didn’t help us plant the wheat, you didn’t help us harvest the wheat, you
didn’t help us grind the wheat or make the bread. Now, my chick and I are going
to eat it ourselves!!”

Worksheet 25B:

FAIRY
  TALES: “THE THREE LITTLE PIGS”

(adapted from the stories compiled by Joseph Jacobs)
Once upon a time, three little pigs
decided to build houses. The first little pig built his house out of straw
because it was cheap and easy to use. Just when he had finished, a wolf came to
his door.
“Little pig, little pig,” he called. “Let me come in.”
“Not by the hair of my chinny-chin-chin!”
“Then I’ll huff, and I’ll puff, and I’ll
blow your house in!” cried the wolf. And he did! The little pig ran to the
second pig’s house, which was built of twigs. The wolf followed him, but the
little pig managed to get in before the wolf caught him.
“Little pigs, little pigs,” he called. “Let me come in.”
“Not by the hair of our chinny-chin-chins!”
“Then I’ll huff, and
I’ll puff, and I’ll blow your house in!” the wolf cried. And he did! The two
little pigs ran to the third pig’s house. The third pig had built his house out
of brick, even though brick was more expensive and took longer to build with.
He had just finished his house when his two friends ran up.
“Quick, inside!” they shouted. The three
pigs ran inside and locked the door. Just then the wolf arrived.
“Little pigs, little pigs,” he called. “Let me come in.”
“Not by the hair of our chinny-chin-chins!”
“Then I’ll huff, and I’ll puff, and I’ll
blow your house in!” the wolf cried. He started to blow, but nothing happened
to the house. He blew and blew, but the house was strong. Finally, the wolf
gave up and went away. The little pigs were very happy.
“Come on,” said the third pig. “I will
show you how to build a house out of bricks.” Soon, all three pigs had brick
houses to protect them from the wolf.

                   Worksheet 25C:    FAIRY
TALES
Answer the following questions with
your partner.
1.
Which story or stories used some form of the future?
2.
Did one (or more) of the stories use the future to express a
prediction? If so, which one(s)? Give an example.
3.
Did one (or more) of the stories use the future to express
willingness? If so, which one(s)? Give an example.
4.
Did one (or more) of the stories use the future to express prior
plans? If so, which one(s)? Give an example.
5.
Did any of the stories use the negative with the future? If so,
which one(s)? Give an example.
6.
For questions 3, 4, and 5, decide why a specific form of the
future was used.

Worksheet 25D:

SAMPLE AESOP FABLES

“The Quack
Frog”
Once upon a time, an
ugly old Frog came out of his home in the marshes. He proclaimed to the world
that he was a learned physician, able to cure all diseases and ailments.
However, among the crowd listening to the Frog was a Fox. He shouted, “How can
you claim to be a healing doctor? Look at yourself! How can you claim to cure
others when you can’t cure your own crooked legs and blotched and wrinkled
skin?” Moral:
Physician, heal thyself.
“The North
Wind and the Sun”
A disagreement arose between the North
Wind and the Sun. Each claimed that he was stronger than the other. Finally,
they decided to try out their powers on an unsuspecting traveler to see who
could blow off his cloak first. The North Wind went first. He gathered all his
force and blew with all his might, but the harder he blew, the more closely the
man wrapped his cloak around himself. Then it was the Sun’s turn. He smiled
down on the traveler with all his warmth. Soon, the traveler undid his cloak
and walked away with the cloak draped loosely over his shoulders. The Sun then
put his whole force to the task, beaming his hot rays onto the traveler. The
traveler quickly shed his cloak and continued his journey, carrying the cloak.
Moral: Persuasion is better than
force.
                   Worksheet 26:     SONG
(TIME
CLAUSES)
Fill in the blanks in the song, using
the appropriate form of the verbs provided.
                                   “When Johnny   (Come) Marching Home”
                              When
Johnny        (come) marching home again,

Hurrah! Hurrah!
                            We
       (give) him a hearty welcome
then, Hurrah!
Hurrah!
                             The men                             (cheer),
the boys     (shout),
                       the
ladies  they  (all, turn out)
                            And
we       (all, feel) gay when
Johnny
(come) marching home.

Worksheet 27A:

SONG
  (FUTURE
  PROGRESSIVE AND TIME CLAUSES)

Fill in the blanks in the song, using
the appropriate form of the verbs provided. Choose from simple future, future
progressive, or the simple present.
“She’ll Be
Comin’ Round the Mountain”
She (come) round the mountain when she (come)
She (come) round the mountain when she  (come)
She (come) round the mountain,
She (come) round the mountain,
She                                (come)
round the mountain when she           (come).
She (drive) six white horses when she (come)
She      (drive) six white horses when she  (come)
She (drive) six white horses,
She (drive) six white horses,
She                                (drive)
six white horses when she        (come).
Oh, we (all go) out to meet her when she (come)
Oh, we        (all go) out to meet her when she  (come)
Oh, we (all go) out to meet
her, Oh, we (all go) out to meet her,
Oh, we                                (all
go) out to meet her when she        (come).
                  Worksheet 27B:   PART
II
Answer the questions about the verbs
you used in the song.
1.
What form of the verb did you use in the first half of the
sentences in the first two paragraphs?
2.
Why did you choose this form?

3a. Did you use any different
form in the first part of the sentences in the third paragraph?
b. Explain your answer.

4a. What form of the verb did you use in the time clause?

b. Give a reason for your answer.

   REVIEW OF PERFECT TENSES
1.      TIME
LINE
         Materials:       Board
          Dynamic:       Whole class
                  Time:        15 minutes
        Procedure:      1.        Draw
a time line on the board.
2.
Ask for a student volunteer to provide dates and facts about
past events in his/her life. Write them on the time line.
3.
Ask the class to predict what this student will do in the
future. Write the suggestions on the time line.
Example:
                                                         1995                  1996              1997              1998                     1999
                                                              •                         •                     •                     •                           •
                                                      finish
hs         come to U.S.         now          return home          get married
4.
With the help of the class, write two sentences based on the
time line for each of the perfect tenses.
Examples:
a.   Before John
came to the United States, he had finished highschool.
b.   He has been
studying English since he came to the UnitedStates.
c.   He will have
returned home by the time he gets married.
5.
For homework, have the students make their own time line and
write two sentences for each of the perfect tenses based on their time line.
SUGGESTION:
Cash register tapes are inexpensive and make good time lines.
Instead of doing a volunteer time line on the board, you can divide the class
into groups and have each group construct a time line for one of its members.
Then put the tapes on the walls and have another group make sentences using
some other group’s time line.
 REVIEW OF ALL VERB FORMS
1.
SONG
Materials:           Worksheet
of lyrics based on models in
Chapter 3
Tape and tape player
(optional)
Dynamic:        Pairs
          Time:        20
minutes

Procedure:

1.

Prepare
  a handout for each student of song lyrics with verbs omitted (make sure to
  omit only verbs whose tenses/forms the students can figure out from context).
  Sometimes many different forms can work in the song.

2.

Divide
  the class into pairs, and have each pair work on the song to fill in the
  missing verb forms.

3.

Go over the answers
  together, or listen to a tape of the song to check answers. Be sure to
  explain where more than one answer is possible even if it is not the one in
  the song.
NOTE: Choose
  a song that has verb forms appropriate to your level. If you find a song that
  is appropriate for reviewing forms that you have covered but has one or two
  forms you have not studied, simply leave those in the song. Some good songs
  for this activity are “Rocky Raccoon” (Lennon and McCartney, sung by the
  Beatles) and “It Doesn’t Matter Anymore” (Paul Anka).

2.
  ERROR ANALYSIS DRAW

Materials:

Worksheet
  28A or 28B, cut into strips,

or make your own
Dynamic:        Teams
          Time:        25 minutes
Procedure:            1.   Divide the
class into two teams. Have them stand or sit on opposite sides of the room. If
your class is large, you can divide the class into several teams.
2.
A student from the first team comes to the front of the class and
selects a strip. He or she reads the strip aloud and decides if the sentence is
correct or incorrect. If it is incorrect, the student must correct it.
NOTE:
It is probably best not to let the team help, but if you are
using small teams or want more interaction, you can have the team discuss the
sentence. For scoring purposes, accept only the answer given by the student who
selected the strip.
3.
If the sentence is correct and the student says so, the team
receives a point. If the sentence is incorrect and the student correctly
identifies it as such, the team receives a point. The team receives one more
point for correcting it. If the student identifies a sentence as incorrect but
fails to provide an accurate correction, the other team (or next team if you
have more than two) can “steal” a point by correcting the sentence. That team
then takes the next turn.
SUGGESTION:
Make your own strips so that the grammar covered accurately
reflects the content of your course. Use the worksheet as a model only if it is
appropriate for your class. Cash register tapes work well for make-your-own
strips because they can be seen by everyone. They can be purchased at office
supply stores or large variety stores.
3.
BOARD GAME

Materials:

Worksheet 29A (lower level)
  or
29B
  (higher levels)
Die for each team, one
  marker

for each student
          Dynamic:       Groups
                  Time:        20 minutes
Procedure:            1.   Divide the class into teams
of approximately four. Distribute a copy of the worksheet to each team.
2.
Students roll to see who goes first. The students move their
markers around the game board. When a player lands on a square with a sentence,
he/she must correct the sentence. If the group judges the corrected answer to
be accurate, the student may roll again. If not, the turn passes to the next
student. The players should not discuss the correct answer when an incorrect
answer has been given since another player may land on that same space and have
a chance to give an answer.
3.
Circulate among the groups to see how they are doing and to act
as judge if the group cannot decide if an answer is correct. The first player
in each group to reach the end is the winner.
4.
MIXED-UP ANSWERS
Materials:        Board
Dynamic:        Teams
          Time:        10 minutes
Procedure:            1.   Divide the class into two
teams and have them line up on either side of the board.
2.
On each side of the board write the same short answers, but in
mixed-up order (so that a student on one team cannot simply look over and see
where his/her counterpart is marking).
Sample
short answers:

Yes, I do.
No, he wasn’t.
No, we didn’t.
Yes, she is.
Yes, I am.
No, I didn’t.

Yes, I am.
No, I didn't.
Yes, I do.
Yes, she is.
No, we didn't.
No, he wasn't.

3.
The first student from each team comes to the board. Ask a
question. The students try to circle the answer as quickly as possible. The
first student to circle the correct answer gets a point for his/her team.
Sample questions:
Do you have a sister?
Did you eat lunch today?
Did we have class yesterday?
Are you in level 2?
Is John’s sister married?
Was Tom late for class today?
NOTE:
The questions can be about your class or not. The students do not
need to know if the answer is yes or no. They are looking for the
correct verb form that answers the question. It is recommended that you do not
have both yes and no answers (for example: “Yes, I do” and “No, I
don’t”) that could be appropriate to a question. There should only be one
possible answer for each question asked.
Variation:      Use tag board sentence strips attached
to the board. Students check next to the strip; their marks can be erased
without erasing the sentence, and you can reuse the strips in other classes.
5.
SHORT ANSWERS
         Materials:        Worksheet
30
          Dynamic:        Small groups
                  Time:        20 minutes
        Procedure:      1.         Divide
the class into  groups of three or four.
2.
Give each group approximately 5 cards with short answers on them.
Have the group work together to create appropriate questions for the answers.
Example:
                                                                            Sample
card:       Yes I did.
                                                                 Student
question:                 Did you eat breakfast this morning?
3.
Have each group read aloud its questions and answers and have the
other groups decide if they are good matches. Another way to go over the
questions is to have each group read the questions they have created and have
the other students provide the short answers. If the question matches the
answer given to the group on the card, the group has done a good job of
creating a question. (Either a yes or a no answer is acceptable.)
6.
TIME CHART
         Materials:        Worksheet
31
          Dynamic:       Pairs
                  Time:        15 minutes
Procedure:            1.   Divide the class into
pairs. Give each pair a copy of the worksheet. The students make sentences as
directed, using the information in the chart.
2.    When all
pairs are finished, call some students to the board to write their sentences.
The class decides whether they are correct.
If not, correct the sentences.
7.
DICE SHOOT
Materials:       Dice of various colors (two different
colors per pair)
Pencils, 3”x 5” cards
Dynamic:        Pairs
          Time:        15 minutes
Procedure:      1.            Have
the same number of cards and dice as you have students.
Head each card with the name of the
color of one of the dice.
Under the heading for one of the colors, number from one
to six. Next to each of those numbers, write a subject. On the other card,
write a different color, number from one to six and write six infinitives.
2.
Divide the class into pairs. Give each pair two dice (in two
different colors) and the cards corresponding to the colors.
3.
Set a timer for three minutes.
4.
One player in each pair rolls the dice. He/She then looks at the
paper with the same color as that die and notes the subject that matches the
number rolled. He/She next looks at the paper that matches the color of the
second die. He/She selects the infinitive corresponding to the number rolled on
the second die. Now he/she makes a sentence using the subject and infinitive,
making sure the verb agrees with the subject. If the player is correct, he/she
receives one point.
5.
Repeat the process with the second student in the pair. The person
in each pair with the most correct matches wins.
NOTE:
This can be used with any verb tense, but be sure to tell the
class which tense they are expected to use.
8.
ERROR ANALYSIS
         Materials:         Worksheet
32A or 32B
          Dynamic:        Pairs/Small
groups
                  Time:        20 minutes
Procedure:            1.   Arrange students in pairs
or groups of three. Give each group a copy of the worksheet (Worksheet 32A for
lower-level classes, Worksheet 32B for higher-level classes). Have the students
find and correct the verb mistakes in the passages.
2.    When the pairs or groups seem to
be done, go over the worksheet together, explaining (or having the students
explain) the reason for the changes.
NOTE:
Refer to the Answer Key if you want to provide students with
copies of the correct versions.

Worksheet 28A:

ERROR ANALYSIS DRAW (LOW LEVEL)

✄

She isn’t happy here.

Yoko is in class now.

He don’t eat lunch with us.

My cousin live very far away.

I never do eat Mexican food.

I am going to be in class tomorrow.

She has a big yellow dog with two spots.

What time go you to class everyday?

How many dogs does you have?

Is pretty your sister?

I often go to the movies.

Do you have a VCR?

Sam and his father was happy to see us.

Were your aunt a teacher?

I going to the grocery store after class today.

My brother sings right now.

My brother is home because he usually did his
    homework in the afternoon.

Worksheet 28B:

ERROR ANALYSIS DRAW (HIGHER LEVELS)

We hasn’t been very lucky recently.

She will have gotten married before she is moving to New
  York.

My wife is seeing the doctor now.

The grass is green.

A pencil was made of lead and wood.

My husband and I was married since 1985.

The news are exciting these days.

I usually have eaten lunch before 1:00.

She is always yelling at me.

He hadn’t met many famous people in Los Angeles before he
  leaves.

He had gotten married before he came here.

My uncle is working on a book.

It will rain tomorrow.

I have met your sister.

Chris does from Switzerland.

She is the laziest person I have never met.

I have eaten here many times.

✄

Worksheet 29A:

BOARD GAME (LOW LEVEL)

Worksheet 29B:

BOARD GAME (HIGHER LEVELS)

Worksheet 30:

SHORT ANSWERS

✄

Yes, I have.

No, we haven’t.

Yes, I did.

No, he didn’t.

Yes, she had.

No, they hadn’t.

Yes, we were.

No, she wasn’t.

Yes, I had been.

No, it hadn’t been.

Yes, he was.

No, it wasn’t.

Yes, you did.

No, you weren’t.

Yes, they had.

No, it hadn’t.

TIME

ACTIVITY

6:30
  A.M.

get up

7:00
  A.M.

fix breakfast

7:45
  A.M.

leave for school

9:00
  A.M.

attend a math lecture

12:15
  P.M.

talk to friends

12:30
  P.M.

eat lunch

2:30
  P.M.

study in the library

4:30
  P.M.

leave for work

Using the chart
above, write sentences using the verb tenses indicated below. You may write in
any person, but make sure the verbs agree with your subject. Also, you may use
two subjects in your sentence if you want.
1.      (simple
present)

Worksheet 31:

TIME CHART

2.      (present
perfect)
3.      (past
perfect)
4.      (past
progressive)
5.      (future)

6.      (future
perfect) Work with your group or partner
to find all the mistakes involving verbs (tense, form, or agreement).
1.
My brother don’t like coconut. Can you believe it? I never met
anyone else in my life who felt this way. It seem very strange to me. What was
there about coconut that he don’t like? It seemed very inoffensive to me.
Perhaps, he says he don’t like it in order to get attention. When he refused to
eat a coconut cookie or cake with coconut frosting, he gets a lot of attention
and people try to figure out why he disliked it so much. Of course, my brother
always will deny this, but I think that was the real reason.

Worksheet 32A:

ERROR ANALYSIS (LOWER LEVEL)

2.
When I first move here 10 years ago, it gets cold in
December and January. In fact, the first two years, we have a freeze which
killed all of my outdoor plants. As a result, I decide not to try to grow
anything else. Now, however, it is staying pretty warm all winter. In fact,
just the other day I wear shorts and a T-shirt. The sun shone and I felt as if
it were summer! I can’t resist calling my family and friends back home to brag
about the good weather here.
3.
Last week my brother-in-law was taking me to the desert about 45
minutes away and we stay there a couple of days. One of the reasons why we went
there is to shoot rifles just for fun. He sets up some cans and bottles for
targets and shot at them. He also lets me shoot his rifle. It is the first time
I am shooting a gun and I feel very scared. Even though I can see how much he
enjoy target practice, I thought gun ownership should be limited.
Work with your group or partner to
find all the mistakes involving verbs (tense, form, or agreement).
1.
I first learn about this English program from a teacher at my
school back home. Surprisingly, it isn’t my English teacher, but rather my
history teacher. He attends this program when he was a university student. He
told me how good this school is and what an interesting city this is. However,
he warns me that he has been a student here many years ago and that sometimes
things are changing. I have noticed some changes, but basically, I had found
this to be a good program with friendly teachers. I also enjoyed living in this
city.

Worksheet 32B:

ERROR ANALYSIS (HIGHER LEVEL)

2.
One of the most important decisions in life is deciding on
a job. I first come to this country without knowing any English. Therefore, I
have a hard time finding a job. I applied everywhere, but no one call me for a
job. For that reason, I had attended college and take some classes that help me
to have a good career. Now I have almost gotten my AA degree. After I am
attending college for one year, I applied at a shoe store, and they hire me
right away. My plans are to transfer to the university; after that, I can
easily found a better job.
3.
My son became a “snackaholic.” There was a time when he eats
three big meals a day. Now, he only want to snack. Popcorn, cookies, candy,
soft drinks: these is his favorite foods. He has seemed to want to eat
constantly, but only sweets or chips. What has happened to my good little
eater? Could it be that he follows the example of his parents? I guessed we
better look at our own eating habits!

These games and
activities concentrate on the practice of question word order in verb tenses.
Although the worksheets may feature just one tense, you can adapt them for
other tenses, or as a review for all verb forms. See Chapters One and Two for
other games and/or activities that also use questions as part of the activity.
 YES/NOQUESTIONS
1.       SHORT
ANSWERS 1
Materials:        Worksheet
33A or 33B, or your own strips with answers
          Dynamic:        Pairs/Small
groups
                  Time:        15 minutes
Procedure:            1.         Arrange students in
pairs or groups of three or four. Give each group a strip with short answers on
them. Have the students work together to write questions for the answers.
NOTE:
If you are using a worksheet, choose the one appropriate to your
level. Preferably, use the worksheets as models for making your own.
2.       Have
each group read the questions and answers aloud and let the rest of the group
judge whether the questions are appropriate.
2.
SHORT ANSWERS 2
         Materials:       None
          Dynamic:        Pairs/Small
groups
                  Time:        25 minutes
Procedure:            1.         Divide the class into
pairs or groups of three or four. Have each group write five short answers on a
piece of paper. You can either limit the answers to certain verb tenses or let
students use any tense for review.
2.
Each group exchanges papers with another group. Each group then
creates questions for the answers provided by the other group.
3.
Return the papers to their originators and have the group or pair
that created the answers now check that the questions written by the other
group or pair are good matches for their answers.
3.
ARE YOU THE ONE?
Materials:         Worksheet
34A or 34B
Dynamic:         Whole class
          Time:        20 minutes
Procedure:      1.            Distribute
a copy of the worksheet to each student. Tell them to
circulate, asking questions as in the model for each of
the phrases.
Example:            Worksheet:      plays volleyball Student A:    Do
you play volleyball?
                                                                               Student
B:          Yes, I do.
2.
When another student responds yes, the student asking the
question writes the responding student’s name on the blank. If the student
answers no, the questioner continues until he/she finds someone who
answers yes.
3.
When a student completes the worksheet, he/she sits down, but
should be prepared to answer other students’ questions.
4.
Go over as many of the questions/answers as time allows.
NOTE:
You can limit answers to only one yes answer per student.
This avoids students pairing up and just talking to one or two other students.
Or you may want to allow students to write a classmate’s name as many times as
that student answers yes.
4.
HUMAN BINGO
Materials:         Worksheet
35A
Dynamic:         Whole class
          Time:        20 minutes
NOTE:
Worksheet 35A contains some items in the present perfect, so it
should be used only with intermediate/advanced classes. By adapting the
worksheet to eliminate the present perfect, you can use this game in beginning
classes. Use the blank Worksheet 35B to create your own game. At the higher
levels especially, you may want to use the blank to create a game that is more
interesting for your students by using “real” information about them.
Procedure:      1.            Copy
a handout for each student. Worksheet 35A is for reviewing
all verb forms. To limit this activity to one verb tense,
reword the phrases so that the questions are in that tense and use Worksheet
35B.
2.
Review question formation, if necessary, so the students are able
to form questions from the prompts.
3.
Tell students to circulate, asking their classmates questions as
indicated by the prompts. If a student answers yes, the student asking
the question writes that student’s name after the prompt. If the student
answers no, the questioner continues asking until he/she finds someone
who answers yes.
4.
As in Bingo, there are several ways to win.
a.   The first
student who gets five names in a row wins.
b.   The first
student who fills in the four corners wins.
c.   The first
student who completes the board wins.
d.   The first
student who makes a cross wins (third row down andthird row across).
e.   Use any other
variation you choose.
5.
After a winner is found, go over the tense used and why (could be
fact or habit) and some of the answers (“Who speaks Spanish?” “Who has more
than one pet?”).
SUGGESTION:
This is a great game to play at any holiday time. Fill in the
blank worksheet with prompts related to the holiday and whatever tense you’re
working on at the time.
5.
TWENTY QUESTIONS 1
         Materials:       None
          Dynamic:       Whole class
                  Time:        10 minutes
        Procedure:      1.           Choose
a category (famous people, occupations, food, animals, etc.)
2.
Choose one student to answer questions from the rest of the
class. Show the student a word on a piece of paper (what he or she is). The
word should be an object or person. Have this student sit in front of the
class. Instruct this student to answer only yes or no to any
question asked of him/her.
3.
Instruct the class to ask only yes/no questions. Their
purpose is to discover the identity of the student in front of the class. The
class is allowed only 20 questions. If they can guess the student’s identity
before or by the twentieth question, the class wins. If they do not guess
correctly, the student wins. (Although this is based on the popular “Twenty
Questions” game, you may want to actually vary the number of questions the
class can ask. Be sure to make the number clear before the activity begins.)
Variation:      To make the game more challenging,
especially at the higher levels, you may want to omit step 1 so that the
students use up some of their questions determining the category.
6.
TWENTY QUESTIONS 2
Materials:         Small
pictures
Dynamic:         Whole class
          Time:        15 minutes
Procedure:            1.   Tape a small picture on the
back of each student, staying within the same category (movie stars,
politicians, animals, professions, etc.).
2.
The students circulate and ask each other yes/no questions
to discover “who” or “what” they are. The responding students look at the
picture on the back of the questioners before answering. Circulate around the
class to help out if the students are not sure of the answer. Instruct the
students that they can answer “I don’t know” if they are unsure and you are not
available to ask. In the example below, the first two questions can be answered
with yes or no just by looking at the picture. The other two
require that the student being questioned know the identity of the person in
the picture. The following questions could be used with a famousperson picture:
                                          Examples:           Am
I a woman?
Do I have blond hair?
Did I win an award?
Have I been in more than one movie this year?
If using a different category such as professions, the
following type of questions may be asked:
Do I work in a hospital?
Am I wearing a uniform? Do I work in an office?
3.
For a competition, the first student to discover his/her identity
wins. If it is not a competition, set a time limit and try to have as many
students discover their identities as possible. When a student discovers
his/her identity, be sure that he/she continues to answer questions for those
students who are still guessing.
    INFORMATION QUESTIONS
1.       BOARD
GAME
         Materials:        Worksheet
36
One die per group, one marker for each student
          Dynamic:       Groups
                  Time:        20 minutes
Procedure:            1.   Divide the class into
groups of four. Give each group one die, one game board, and a marker for each
student in the group.
2.
The students roll the die and move around the game board by
making questions for the answers on the board. The other students in the group
judge whether the questions are appropriate and grammatically correct. Be sure
to circulate to settle any disputes or questions that arise.
3.
The first student in each group who reaches the end is the
winner.
2.
THE NEWLYWED GAME
         Materials:             4
or 5 large pieces of paper for each student volunteer
          Dynamic:       Whole class
                  Time:        40 minutes
Procedure: 1. Ask for volunteers or nominations from
the class to form four sets of “newlyweds.” There will be four “husbands” and
four “wives.” Choose a theme, such as food, work, weekends, or relatives,
to give the couples a focus in preparing their “marriage.”
2.
If your theme is food, tell the “husbands” that you are going to
ask them questions about the eating habits of their “wives.” Then send each
“husband” and “wife” pair to a different part of the room to exchange
information. Stress that only the “husband” needs to get information from the
wife at this stage. The “wife” doesn’t need to know about the eating habits of
the “husband.”
3.
Have the remaining students come up with a list of questions
(based on the theme) that will be directed to the
“husbands.”
Possible questions:
What does your wife put in her coffee?
What is her favorite fruit?
What food does your wife hate?
Where does she like to go for dinner?
How does she like her eggs/steak cooked?
If there is time, have the class think of a prize, such as
an allexpenses-paid week in Hawaii.
5.
When you have four or five questions and the “husbands” have had
about 10 minutes to get the necessary information, recombine. Have the
“husbands” and “wives” sit on opposite sides of the room, facing each other.
Write the couples’ names on the board and ask for a volunteer scorekeeper. Have
another volunteer be the announcer; give the announcer the questions.
6.
The announcer reads the questions slowly and carefully to the
couples. Both “husbands” and “wives” write down their answers. (Other students
watch to make sure there is no eye-contact or hand signals between them.)
7.
When all the questions have been asked and the answers written,
the announcer reads the questions again, but this time the couples show what
they have written. The scorekeeper gives points if the answers match. The
winning couple gets the prize.
8.
Switch roles. Choose a new theme and have the “wives” get
information from the “husbands.” Repeat the steps. (At this point, you may want
to choose new “couples.”)
3.
YOU’RE THE REPORTER
Materials:            One
newspaper article for each student
Dynamic:        Pairs
          Time:        40 minutes
Procedure:            1.   Either provide a newspaper
article for each student, or ask students to bring one to class (a previous
night’s homework assignment). If you have time, distribute old news magazines
which students can use to find articles. You may want to suggest an approximate
size for these articles.
2.
Have students read the article and write five to eight Whquestions
based on it.
3.
Divide the class into pairs. Have the partners check each other’s
questions for grammatical accuracy. Then the partners trade articles and answer
the questions by reviewing the material in the news articles.
4.
A BUSINESS FOR YOUR TOWN
         Materials:         Pencils and
paper
          Dynamic:       Groups
                  Time:        45 minutes
        Procedure:      1.                   Discuss
with the class what types of businesses there are in your
area and what types of businesses students might like to set
up.
2.
Divide the class into groups of approximately four. Tell the
groups that they are going to research and design a new business for their
town. To determine whether the business will be successful, they must design a
simple survey (5–10 questions) that will give them the necessary information
about the kind of business that they choose to set up.
3.
Help the students come up with Wh- questions for
their survey. The following questions could be used for a shoe store.
What kind of shoes do you wear?
How many pairs of shoes do you have?
How much do you spend on a pair of
shoes (on average)?
What color shoes do you like?
Where do you buy your shoes?
How many people are there in your family?
4.
Students should write simple questionnaires and make copies for
each group member. (You may need to do this.) Each member should do at least
five interviews with people in the community.
(You may want to assign this step for homework.)
5.
After interviewing community members, students regroup and
compare results. Results can be compiled in the form of a bar graph. They can
then make an educated decision about whether the “business” will fail or
succeed. The groups then present their results to the class in a
mini-presentation.
    INFORMATION QUESTIONS AND/OR YES/NOQUESTIONS
1.       QUESTION
ORDER
Materials:          Cards or
strips of paper
Dynamic:        Groups
          Time:       10 minutes
Procedure:            1.   Prepare a list of questions
for this activity. Make questions with enough words so that each student will
have one card.
                                          Example:           Where
has he already traveled?
Cards or strips:

Where

has

he

already

traveled

2.
Arrange students in groups corresponding to the number of
words in each question. Give each group one cut-up question.
3.
Have the group put the words into correct question order.
When they have finished, call each group to the front of the class and have the
students stand in order, holding the cards. (If a student is absent on the day
of this activity and you have an extra card, simply have a student hold up two
cards.) The rest of the class judges if the order is correct.
NOTE:
This activity can be used at any level. Just prepare questions
that cover the tenses/structures that you want to review. If you want to use
punctuation, include that on a card also.
2.
WHAT’S THE QUESTION 1?
Materials:        Board
Dynamic:         Small groups
          Time:        20 minutes
Procedure:            1.   Write a list of answers
about yourself on the board. Divide the class into groups of approximately
three. Students are to write logical and grammatical questions that correspond
to your answers. Accept any question that fits the answer. For example, if you
write “1995” on the board, you would have to accept questions
such as When
were you married? When did you move here? When did you begin teaching? The
questions can be humorous as long as they match the answers.

Example:        Answer:

Las Vegas

Questions:

Where are you from?
Where did you go on vacation?
Where did you
  live before you moved here?
Where were you arrested?

Answer:

20

Questions:

How old are you?
How old were you when you got married?
How many sweaters do you own?
How many years
  have you been teaching?

2.
After all groups have finished, go around and have each group
read its question for each answer.
3.
If you are playing as a competition, give each group a point if
the question is grammatically correct. In the first example above, all groups
would get one point. But if a question is grammatically incorrect, such as How
old is you?, do not give them a point. Tell them it doesn’t matter what the
“real” question is as long as it is grammatical, although students usually want
to know if they are correct (unless they are being purposely funny). To satisfy
their curiosity, you could give one point for a grammatical question and then
another point (or 1/2 point) to the group(s) that have the “real” question.
                                                    Sample
answers:              1. Linda.                    5. Yes, once.
2.     Buffalo,
N.Y.      6. Next month.
3.     Two.        7.
Since 1987.
4.
Yes, I do.
NOTES:
I usually use 10 answers, but that is up to you. Also, if you
plan to give extra points for the “real” question, put on the board only the
information that you are willing to share about yourself.
While it is more interesting to play
this game at intermediate and advanced levels with a variety of verb tenses, it
can be played at the beginning level if you write answers that generate
questions using only the verb forms the students have studied. For variety, you
can incorporate frequency adverbs and modals.
As a follow-up, have students write
short answers about themselves on a piece of paper, then exchange papers with a
partner who will devise questions. Last, the students exchange papers again and
discuss the accuracy of the questions––first grammatically, and then factually.
3.
WHAT’S THE QUESTION 2?
Materials:          Worksheets
37A and 37B
Dynamic:        Pairs
          Time:        20 minutes
Procedure:      1.            Arrange
students in pairs and give one student Worksheet 37A
and the other Worksheet 37B. They should work separately
to write the appropriate question for each answer. The questions must
correspond to the underlined word. For example, given the answer Kathy
worked yesterday, the correct question is When did
Kathy work? Such questions as Where
did Kathy work? or Did Kathy work? would not be acceptable.
2.
The partners exchange papers and check each other’s questions.
They also help each other rewrite any questions not worded correctly.
4.
QUESTION AND ANSWER PRACTICE
Materials:        Notecards
Dynamic:         Whole class
          Time:        15 minutes
Procedure:            1.   Before class, write one
notecard per student. Each notecard should have a subject (person) and a time
expression.
Examples:

She
  / every day

You / in the
  morning

The
  president / every week

Your
  children / weekends

The
  teacher / on Fridays

My friends and I / on Saturday nights

2.
Have students sit in a circle. Hand out the notecards and give
everyone a minute or two to think about the question they will ask, using the
information on their notecard. For example, if a notecard says “Your friends /
last night,” possible questions include What did your friends do last night?
and Did your friends do the homework last night? Any grammatical
question is acceptable as long as it uses the words on the card.
3.
After giving everyone a minute or two, choose one student to
begin. That student chooses any other student in the class and asks his/her
question. The asker must address the answerer by name and ask the question. The
answerer replies in any logical way, using the correct tense. The asker then
accepts the answer if correct, or asks for clarification if he/she detects an
error. (You may need to facilitate here when you are the only one who detects
an error.) The answerer then becomes the asker and chooses another student in
the class to direct his/her question to.
Variations:             This activity can be used to
practice only one tense at a time, or it can be used as a review of many
tenses. It becomes a real listening activity when students are reviewing
several tenses and must listen for clues to past, present, or future.
Students can also be given an answer card. On the answer
card is only a verb in the simple tense. The student answering has to use that
verb in his/her answer in the appropriate tense.
5.
ANSWERING ADS
         Materials:           Several
“for sale” ads from a newspaper
          Dynamic:       Pairs
                  Time:        30 minutes
Procedure:            1.   Group
students in pairs and give Partner A one ad, Partner B a different ad. Car or
apartment ads work well. The students take turns role playing telephone
conversations based on the ads. For example, Partner A calls Partner B and asks
questions about his/her ad.
How old is your car?
What color is it?
Are there many miles on it?
2.
Student B supplies answers based on the information in the ad. If
some information is missing, instruct students to give a reasonable answer. For
example, if student A asks, “What color is your car?” and the ad doesn’t
mention color, Student B makes up an answer.
3.
Reverse roles, with Student B calling Student A to inquire about
his/her ad.
NOTE:
Each student in a pair needs a different ad, but all Student As
can have the same ad, and all Student Bs a different one. That is, you will
need only two ads and copy the number you need for your class. If you want the
student pairs to act out their role playing for the class, you may want to
provide a different ad for each student. This way, all conversations will be
different when they are presented to the class.
  TAG QUESTIONS
1.       TAG
QUESTIONS
Materials:        Worksheet 38
Dynamic:         Whole class
          Time:        20 minutes
Procedure:            1.   Give each student a copy of
the worksheet. Direct the students to fill in the missing tag questions.
2.
The students then circulate, asking their classmates the
questions. When they receive a yes answer, they write the student’s name
on the line.
3.
If you do this as a competition, the first student who
finishes is the winner. Otherwise, after all students have finished or a
certain period of time has passed, ask students at random to give answers.
Example:
                                                         Instructor:                Who
was absent from school yesterday, Maria?
                                                                   Maria:        Yoko
was absent from class.

Worksheet 33A:

SHORT ANSWERS (PRESENT/SIMPLE PAST)

✄

Yes, he does.
No, they aren’t.
Yes, it is.
No, he isn’t.

Yes, we were.
No, I don’t.
Yes, I sometimes do.
No,
  we didn’t.

Yes, it does.
No, we don’t.
Yes, I usually do.
No, you don’t.

Yes, I did.
No, I wasn’t.
Yes, you are.
No,
  he isn’t.

Yes, we were.
No, she wasn’t.
Yes, she did.
No, it wasn’t.

Yes, I am.
No, I didn’t.
Yes, they were.
No,
  we aren’t.

Yes, she was.
No, we weren’t.
Yes, it did.
No, you weren’t.

No, I am not.
Yes, he was.
No, we don’t.
Yes,
  they are.

Worksheet 33B:

SHORT ANSWERS (ALL TENSES)

✄

Yes, he does.
No, they weren’t.
Yes, it has.
No, he hadn’t.

Yes, we were.
No, I haven’t.
Yes, I sometimes do.
No,
  we didn’t.

Yes, it does.
No, we didn’t.
Yes, I usually have.
No, you hadn’t.

Yes, I do.
No, I wasn’t.
Yes, you are.
No,
  he hasn’t.

Yes, we were.
No, she didn’t.
Yes, she had.
No, it isn’t.

Yes, I am.
No, I didn’t.
Yes, they have.
No,
  we had not.

Yes, she was.
No, we haven’t.
Yes, it does.
No, I hadn’t.

No, I am not.
Yes, he has.
No, we don’t.
Yes,
  they did.

Worksheet 34A:

ARE YOU THE ONE? (PRESENT TENSE)

Ask your classmates questions using the phrases. When you get a yes answer,
write your classmate’s name in the blank across from the phrase. If you get a no
answer, continue asking classmates the same question until someone gives you
a yes answer.

plays
  volleyball

speaks three languages

likes cats more than dogs

has traveled to Europe

likes to speak English

watches TV every day

takes the bus to school

has
  a last name that begins with the same letter as yours

likes to go to the movies

is afraid of snakes

Worksheet 34B:

ARE YOU THE ONE? (ALL TENSES)

Ask your classmates questions using the phrases. When you get a yes answer,
write your classmate’s name in the blank across from the phrase. If you get a no
answer, continue asking classmates the same question until someone gives you
a yes answer.

has
  been to Disneyland

speaks more than two languages

had a headache last week

is going shopping this weekend

is older than you are

has
  gone to more than one movie this month

was late to class this week

has
  a first name that begins with the same letter as yours

had graduated from high school or college before coming to
  this school

will go to college

Worksheet 35A:

HUMAN BINGO

has been to Hollywood

eats at
fast-food
restaurants more than
three times a week

has more than one pet

was active in sports in high school

had a
toothache
  in the last year

is single

listens to
music while studying

speaks
Spanish

is a party
animal

has
  gotten a
speeding ticket

has
  had a job

knows how to use a computer

has gone water skiing

has
  seen a tourist
attraction
  in
Europe

has a younger brother

has gone bungee jumping

has
  blue eyes

has met
someone famous

knows what the limbo is

can name two U.S. presidents

has
  seen the
Grand Canyon

can
  drive a stick-shift car

has four living
grandparents

was
  late for
class this week

forgot to
brush
  teeth this morning

Worksheet 35B:   HUMAN
BINGO

Worksheet 36:

BOARD GAME

Worksheet 37A:

WHAT’S THE QUESTION 2?

Write a question for each of the answers. Use a question word that
corresponds to the underlined parts of the sentence.

Example:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

When did Kathy work?

Kathy worked yesterday.
John watched T.V.
Mary studied in the
  library.
She was talking to Debbie.
The movie began at 7:30.
Ali went to the dentist
  because he had a cavity.
My watch cost $35.00.
I bought three bags of ice.
They missed the party
  because they had a flat tire.
I am going to the zoo
  today.
Akiko saw a movie last night.

Worksheet 37B:

WHAT’S THE QUESTION 2?

Write a question for each of the answers. Use a question word that
corresponds to the underlined parts of the sentence.

Example:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

When did Kathy work?

Kathy worked yesterday.
Jeremy played baseball.
José rode his bike
  to school.
I was writing a letter to
  my mother.
Class begins at 8:00.
Ken stayed home last night
  because he didn’t have enough money for the movie.
Kenji has three sisters.
I spent $300.00 on gifts
  for my family.
My parents were angry because
  I didn’t leave any gas in the car.
Mohammed is going to visit
  me next week.
Yuko bought a new coat at the mall.

Worksheet 38:

TAG QUESTIONS

Write the missing tag questions
following the statements. When you finish, ask classmates the questions until
you find someone who answers yes. Write that student’s name in the space
before the questions.
   1. You were absent from school
yesterday,  ?
   2.
You know at least three languages,
 ?
   3. You will visit your relatives
when you return home,  ?
  4. You
had a job in your country,
 ?
   5. You’re thinking of getting
married next year,  ?
    6.
People should be more careful when they drive,
 ?
  7. You live
with a roommate,
 ?
 8. You can ski,     ?
   9. You have been in this city
for more than three weeks,  ?
 10. You will travel after this
school term ends,  ?

 SINGULAR–PLURAL
1.      FILL-IN
CHART
Materials:   Worksheet 39A,
39B, or 39C
Dynamic:  Pairs
Time:         20 minutes
Procedure:            1.   Have students work together
in pairs to complete the worksheet, using the worksheet appropriate to their
level. (39A is for the lowest level.)
2.
Check each pair’s worksheet as they finish. The first pair to
complete the chart successfully wins. If some answers are incorrect, you can
either indicate the incorrect answers or tell them how many are incorrect. The
game then continues until one pair has all correct answers.
2.
RELAY
Materials:     Board, 2
markers or pieces of chalk
Dynamic:  Teams
Time:         10 minutes
Procedure:            1.   Divide the class into two
teams and have each line up on the opposite side of the room.
2.
On the board, make two lists of the same singular nouns, but in
different order. (Variation: list the plural forms.)
3.
Give the first person in line a piece of chalk or marker
(depending on your board type). He/She goes to the board and writes the correct
plural form of one word, then passes his/her marker to the next person in line.
Each student can write only one plural form, but may correct as many incorrect
forms on the board as he/she wants.
4.
When you call “Time!” the team with the most correct answers wins.
3.
MOUSE STORY
Worksheet 40
Pairs
                                 20
minutes
1.
Divide the class into pairs, and give each pair a copy of the
worksheet.
2.
The students read the story and change the underlined nouns to
the plural form if necessary. Be sure they understand that some of the
underlined nouns will not need to be changed.
3.
Go over the answers when pairs have finished.

Variation 1:

If
  this game is a competition, tell the students to call you over as soon as
  they finish. The first pair who has all the answers correct, wins. If a pair
  calls you over but has mistakes, the game proceeds until a winning paper is
  found.

Variation
  2:

You may want to use this
  story in other ways. After you have checked the answers, you can divide the
  class into small groups and have them practice retelling the story in their
  group without using the worksheet, and then tell the story to you. The group that
  most closely retells the story “wins.”

Variation 3:

For oral practice, have
  the pairs role play the story. They will be practicing the singular/plural
  forms as they act out the story. Choose one pair (or ask for volunteers) to
  present its role play to the class.
4.
  TIC TAC TOE

Materials:         Worksheet
41, board
Dynamic:        Teams
          Time:        10 minutes
Procedure:            1.   Make a tic tac toe grid on
the board with singular (or plural) forms of nouns. Divide the class into two
teams.
2.
The teams take turns coming to the board and writing in one
plural (or singular) form under the word of their choice. If a student from
team X writes a correct form, he/she then marks a large X over that space. When
team O writes a correct response, it marks a large O over the space.
3.
The first team that succeeds in having three of its marks in a
row is the winner.
NOTE:
You may want to discuss blocking strategy, but usually students
can figure it out themselves or are limited to choosing a blank with a word
whose form they are sure of.
FOLLOW-UP:
Divide the class into groups of three and give each group a copy
of the worksheet. There are three games on the worksheet. Two students will be
the players (X and O), and the third student is the judge who may have his/her
book open to check the answers. In the second and third games, the students
alternate roles, so that each student gets to play two games and is a judge in
a third game.
5.
CONCENTRATION
Materials: Board
Dynamic:  Groups
Time:         20 minutes
Procedure:            1.   Draw a blank grid with only
numbers on the board (see below). Divide the class into teams of about five.
2.
Each team takes turns calling out two numbers, trying to match a
singular and a plural form. As the number is called, write in the word that
corresponds to the number from your filled-in grid. Caution the teams to wait
until you write the word before they call out a second number.
3.
If a team makes a match, leave the answers on the board and draw
an “X” through them. The team then takes another turn. If the team does not
make a match, erase the two words.
4.
Team members may talk together, but remind them that this is also
a memory game, so no writing is allowed.
NOTE:
You can use any size grid, but be sure to have an even number of
spaces. You can use this game to review plural spelling rules (as in the
example below), irregular plural forms, or a combination.
On the board:

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

On the instructor’s paper:

1      match

2     dishes

3         country

4     glass

5      radios

6        monkey

7     toy

8     baby

9      countries

10
  babies

11
  potato

12 glasses

13 matches

14
  leaves

15
  toys

16
  potatoes

17 dish

18 monkeys

19
  radio

20
  leaf

6.
BALL TOSS
Any soft ball or beanbag
Whole class
5 minutes
1.
Have students sit or stand in a circle. Decide if you want them
to provide the singular or the plural form when they catch the ball.
2.
Begin the game by tossing the ball to a student and saying a
noun. If you said a singular noun, the student catching the ball must provide
the plural form. That student then throws the ball to another student and says
a new noun.

Example:

Instructor:

city

Student
  A:

cities
mouse

Student
  B:

mice
  child

Student
  C:

children radio, etc.

 NOUNS AND ADJECTIVES
1.       PICTURE
SENTENCES
Materials:          Large
magazine pictures
Dynamic:        Pairs
          Time:        15 minutes
Procedure:            1.   Give each pair of students
a magazine picture (pictures from picture dictionaries may work well also). The
picture should have several objects in it. Have the pairs write 5–10 sentences
about the picture, using an adjective and a noun in each sentence.
2.       When
the pairs have finished, have the students in each pair take turns holding up
their picture and reading out their sentences.
 AGREEMENT
1.       ERROR
ANALYSIS
Materials:   Worksheet 42A or
42B
Dynamic:   Small groups
Time:         25 minutes
Procedure:            1.   Divide students into small
groups of approximately three. Give each group a copy of the worksheet
appropriate to your class level.
2.
Instruct the members of each group to work together to find
the errors indicated after each paragraph.
3.
Students exchange papers with another group. Go over the
answers to make sure each group found the errors indicated and can correct
them.
 COUNT–NONCOUNT NOUNS
1.       SCAVENGER
HUNT 1
Materials:    Magazines to
share in class
Dynamic:   Small groups
Time:         15 minutes

Procedure:

1.
  Arrange the class into groups of three or four. Give each group
  several magazines to cut up. (You may want to assign students to bring in
  magazines in advance, or provide them yourself.)
2.
  Have the groups look for noncount nouns and cut out pictures
  containing as many of them as they can find in the time provided. The group
  that finds the most correct pictures wins. (That is, if a group cuts out a
  picture of a table, for example, that picture cannot be counted.)

Variation:

Assign
  a certain number of count and noncount nouns (perhaps 10 of each) and a time
  limit. The group that finds the most of each, wins.

SUGGESTION:
Instead of giving magazines to each group, you can keep the
magazines on a front desk or in another central location. Each group can take
two. When a group finishes with a magazine, the students return it to the table
and exchange it for another. Instead of cutting out the pictures, the group can
list the objects they found on a paper.
2.       SCAVENGER
HUNT 2 (Categories)
Magazines to share in class
Small groups
15 minutes
1.
Arrange students in groups of three or four. Give each group
several magazines to cut up (or make lists from). (Either have students bring
in magazines as a previous homework assignment or provide them yourself.)
2.
Assign a category of noncount nouns (liquids, abstracts, weather,
meat, whole groups, etc.) and a specific time limit. The group with the most
pictures of objects in the stated category at the end of the time period, wins.
Variation:      Give each group a different category.
At the end of the time period, each group reads out its list (or pictures),
perhaps writing the items on the board. The class decides if they are
appropriate to the category. The group with the most acceptable answers wins.
3.
NAME THAT NOUN
Materials:           Objects
brought in by students
Dynamic:         Whole class
          Time:        15 minutes
Procedure:            1.   The day before, tell
students to bring in two objects from home–– one a count noun and one a
noncount noun. Encourage them to find unusual items.
2.
Collect the objects and distribute them around the class with a
number for each.
3.
Have the students walk around, looking at the objects. On a
paper, they write what noun they think each number indicates and whether it is
count or noncount. They can write only one noun for each number (so if two
apples and a pear have the same number, they must write “fruit”).
4.
Go over the answers and have students check how many they got
correct.
SUGGESTION:
Bring in your own objects to use as noncount nouns because these
will be more difficult for students to find.
4.
GRAMMAR’S WILD
Materials:     Colored 3”x
5” and 5”x 7” cards
Dynamic:  Teams
Time:         10 minutes
Procedure:            1.   Write a noun on each 3”x 5” card. Include count and noncount nouns, and
nouns that can be either. Write the headings Count, Noncount, and Both
on the 5”x 7” cards. Divide the class into
teams.
2.
Give each team a set of noun cards and the three heading cards.
(To make it easier for you to reuse, use different-colored sets of cards.) Each
team must sort their cards into the appropriate categories of count, noncount,
or both.
3.
The team that sorts the cards correctly and finishes first is the
winner.
5.
WHAT’S IN YOUR REFRIGERATOR/KITCHEN?
Materials: None
Dynamic:  Pairs
Time:         30 minutes
Procedure: 1.        Review expressions of quantity if necessary.
2.
Divide the class into pairs. Have each pair make one sentence
containing each expression of quantity you have studied, using the different
foods they have in their own refrigerator or kitchen. They can use a page in
their grammar book, or you can give them a list. This is a list of some
suggested expressions of quantity.
                                 a
couple of                a number of             lots of                      one
                                 a
few                        all                             many                        plenty
of
a little both most several a great deal
of each much some a lot of every no
3.
Check the sentences as each pair finishes. (To check the
sentences, one pair reads its sentences to another pair.) The pair that
finishes first with all correct sentences wins.
SUGGESTION:
You can expand this activity to topics other than the
refrigerator, such as other rooms in the house or other buildings.

      ARTICLES
1.      SCAVENGER
HUNT 3
         Materials:           Magazines
for students to share
          Dynamic:        Small groups
                  Time:        15 minutes
Procedure:            1.   Divide the students into
groups of three or four. Give each group several magazines to cut up. (You can
assign students to bring in magazines in advance, or provide them yourself. Or,
as in the previous scavenger hunt activities, you may want to stack magazines
on a front desk and let students trade in magazines when they are through. This
provides for better circulation of the magazines. Set a limit that each group
can have at any one time.)
2.
Have the groups look for nouns that take the article a or
the article an. You may want to assign a certain number (find 10 of
each). The students can either cut out the pictures in the time provided, or
make a list of the objects they find. Or make the game competitive by seeing
which group can find the most pictures that correctly depict the items in the
time specified.
Examples of pictures:                 a
book an apple a cat   an elephant
2.
ARTICLE PASS-ALONG
         Materials:        Worksheet
43
          Dynamic:       Groups
                  Time:        15 minutes
Procedure:            1.   Divide the class into
groups of four or five. Give each group a copy of the worksheet.
2.
Assign a time limit and have the students in each group work
together to fill in the missing articles. Have the groups correct each other’s
papers as you go over them aloud.
Variation:      Divide the class into large groups or,
if you have a small class, do the game as a whole-class activity. Give each
student a copy of the handout. Have students write their names on the page and
fill in as many articles as possible in the time allowed. When you say “Pass,”
they pass the paper to the next student. They can also correct any errors they
see. Continue until most or all of the blanks have been filled in. Have
students correct the last paper they ended up with (unless it is their own).
3.
ERROR ANALYSIS DRAW
Materials:           Worksheet
44 or make your own
Dynamic:        Teams
          Time:        20 minutes
Procedure:            1.   Cut Worksheet 44 into
strips, or make your own. Divide the class into two teams on opposite sides of
the room. If your class is large, you can divide the class into several teams.
2.    A student from the first team
comes to the front of the class and selects a strip, reads the strip aloud, and
decides if the sentence is correct. If it is incorrect, the student must
correct it.
NOTE:
Generally it is better not to let the team help, but if you are
using small teams or want more interaction, you can have the team discuss the
sentence. However, for scoring purposes, accept only the answer given by the
student who drew the strip.
SCORING:
If the sentence is correct and the student says so, the team
receives one point.
If the sentence is incorrect and the
student correctly identifies it as such, the team receives one point. The team
receives one more point for correcting it.
If the student/team identifies a
sentence as incorrect but fails to provide an accurate correction, the other
team (or next team if you have more than two) can “steal” a point by correcting
the sentence. That team then goes on to draw its own sentence.
SUGGESTION:
Make your own strips so that the grammar reflects the content of
your course. Use the worksheet as a model only if it is appropriate for your
class.

Worksheet 39A:

FILL-IN CHART (LOWER LEVEL)

Write the correct plural form for each word. Call your instructor to check
when you have completed the chart.

SINGULAR

PLURAL

city

key

tomato

radio

mouse

house

man

pan

fish

wish

foot

boot

mother

brother

this

kiss

that

hat

life

line

fox

lock

Worksheet 39B:

FILL-IN CHART

Write the correct plural form for each word. Call your instructor to check
when you have completed the chart.

SINGULAR

PLURAL

kiss

this

that

hat

mouse

house

man

pan

boot

foot

tooth

booth

zoo

potato

goose

sheep

cactus

class

shell

shelf

box

Worksheet 39C:

FILL-IN CHART (HIGHER LEVEL)

Write the correct plural form for each
word. Call your instructor to check when you have completed the chart.

SINGULAR

PLURAL

box

ox

hero

piano

auto

chief

thief

louse

house

tooth

booth

this

kiss

bat

that

root

boot

man

ban

blouse

goose

Change the underlined nouns to their
plural forms if necessary.
A town mouse and a country mouse were
friend, so the country mouse
1
invited his friend to his home in the
field. The town mouse came, and they
2
sat down to a dinner of root and
vegetable. The town mouse was not
                                                              3                             4
impressed by this dinner. He said,
“You live no better than the ant and
                                                    5                                                                                6
other insect here. You must come and
see all the thing you can eat at my
                      7                                                                                8
house.” The town mouse then took the
country mouse back to town with

Worksheet 40:

MOUSE STORY

9
him. The town mouse showed the country
mouse the kitchen full of cookie,
10
pastry, apple, roll, and other food.
They were just about to eat when two
        11                12           13
child came running into the kitchen
and scared the two mouse away. They
      14                                                                                15
hid and waited for these kid to leave. They tried to eat
again, but this time
16
they were scared away by a woman
working in the kitchen. Finally, the
17
country mouse said, “You may have many
luxury here, but I prefer my
18
home where I can have a simple dinner in peace!”

Worksheet 41:

TIC TAC TOE

mouse

child

fish

fish

tooth

man

foot

man

goose

house

knife

fox

tomato

book

brush

zero

party

zoo

rose

shelf

girl

baby

banana

city

puppy

tray

island

A.
Clothes can tell a lot about a person, but we can’t judge a
person by the clothes they wears. In my country, a lot of peoples judges a
person by what name brand of clothes they wears. A lot of times, peoples talks
about what clothes their friends wears or says some peoples wears inappropriate
clothes to high school.
7
subject-verb–agreement errors        3 number-agreement errors
B.
Now I’m in California where it is warm all through the year and
where there’s many beautiful beach. When you take a walk on the beach, you see
people wearing baggy clothes––at least two size larger than what they should be
wearing. This people are surfers. Personally, I believe that the reason surfers
wears baggy clothes are they always has wetsuits on in order to be ready for
waves.
                   4
subject-verb–agreement errors                               3 number-agreement
errors

Worksheet 42A:

ERROR ANALYSIS (LOWER LEVEL)

C.
We have some important decision to make in our lives. We
can’t run away from them and needs to choose what is best for us. The three
most important decisions for me are where to study, choice of jobs, and whom to
marry. All of them is important, but perhaps marriage is the most important
ones. We has to choose whether we will marry or not. If we doesn’t marry, it
mean that we will not have a family––including our own children. The decision
about whom we’ll marry are difficult to make also. In conclusions, we can’t
predict what will happen and how our lives will be influenced by those
decision, but we has to decide even if it turn out bad.
7
subject-verb–agreement errors        5 number-agreement errors
D.
There is a lot of important thing in a lifetime. The most important
thing for a young people is to get a good educations. A good education help you
to get a good job later on. You needs a good job to earn enough money to live
comfortably. It is not as important to have a really high-paying job as it is
to be happy in your choices of occupation. Also, everyone need to settle down
by having a families because it is important in order for civilization to
continue. However, being happy with oneself is truly the most important thing
in life.
                   4
subject-verb–agreement errors                               5 number-agreement
errors
A.
I has lived in Poland most of my life, and there is a places that
I remembers very well. It is a short, dark streets with building on both side.
The buildings are very tall––at least four floor. There are an entrance, but no
exit from these street. The windows looks dirty, but it is only shadow and
window coverings that makes them look dark. Most people keep them clean and
nice. I thinks about these place often because I spent most of my lives there
with many good friend.
6
subject-verb–agreement errors        8 number-agreement errors
B.
Explorers has lived in almost all times and in almost every
countries. There is many interesting books written and lots of adventure movie
made about them. We can see that an explorer’s life is not just interesting,
but it is also dangerous. In my opinion, explorers should be strong and brave,
smart and experienced, and also has a sense of adventure.
                              3
subject-verb–agreement errors                         2 number-agreement errors

Worksheet 42B:

ERROR ANALYSIS (HIGHER LEVEL)

C.
All the government of democratic nations makes laws
according to the necessity of the social life of the country at the moments the
law is enacted. After many year, some of that laws becomes inadequate, and
there are an attempt by citizen to change them. This is what is happening in
the U.S. now regarding gun control. In my opinion, a law that control guns is
necessary because it reduce slaughters, gun accidents and violence in general.
                              5
subject-verb–agreement errors                         5 number-agreement errors
D.
Dreams––these interesting topic have been on people’s minds for a
long time. Everybody have the ability to dream in one way or another. Some
peoples even says that dreaming is a sign that we are sleeping the perfect
sleep. Throughout time, it have always been a top priorities to figure out the
nature of dreams. Although our knowledge of dreams are still in a primitive
stage, we has already managed to divide them into category. The majority of
people will agree that nightmares, daydreams and visions are the most common
types of dream.
6
subject-verb–agreement errors        5 number-agreement errors
Fill in the blanks with the
appropriate article: a, an, the, or 0.
1.
 yellow dog that belongs to my
brother is          old dog.
2.
Does Yasuyuki drive     truck or           car?
3.
My
sister’s boyfriend works at  restaurant across from school
he attends.
4.
My new watch is made of         gold.
5.
When Martha heard      terrible news,
she was filled with sadness.
6.
 women generally live longer than         men.
7.
Many people return to   college after
working for several years.

Worksheet 43:

ARTICLE PASS-ALONG

8.
The teacher said, “You may take           break if you have finished  rest of       test.”
9.
I’m going to      market on Hill
Street. Can I get you anything?
10.
After Thanksgiving weekend, you would probably agree that

football is

most popular sport in North America.

11.

I
  hope to get of this year.

        degree in      computer
  science by

end

12.
What is more important to you—          good
health or              money?
13.
If          telephone in the kitchen rings, will you pick it up?
14.
radio had          biggest influence on     people until invention of     television.
15.
One reason Rafael bought his house is that       backyard is a good place for his
kids to play.
16.
What is              quickest way to
get to   mall?

Worksheet 44:

ERROR ANALYSIS DRAW

Japanese eye contact between women and a men is impolite.

Eyes, hands, and entire body help express what we want to
  say.

When people meet for the first time, they shake hands.

Gestures are used by many people such as a teacher and
  policemen.

If a guy and a girl are sitting together on a sofa and
  talking about something, and suddenly the girl is moving and tossing her
  hair, this signals her interest in the guy.

When we are talking, we like to see the people’s eyes.

Body language is part of our system of communication.

The
  gestures mentioned earlier are also important to interpret nonverbal
  communication.

The misinterpretation of nonverbal signals can cause the
  serious problems between cultures.

The way a person stands or sits can reflect his self-image.

This example reminds me of the memories of the past 24
  years.

People can tell by the wrinkles on others’ faces what they
  have done in the past.

✄

      PRONOUNS
1.       CONCENTRATION
         Materials:           Board
and markers or chalk
          Dynamic:       Groups
                  Time:        25 minutes
Procedure:            1.   Draw a blank grid on the
board. Keep a copy of the filled-in grid on a piece of paper. Divide the class
into groups of four or five.
2.
Each team takes turns calling out two numbers, trying to make
a match between subject and object pronouns, or subject and possessive
pronouns, etc. Tell the students before the game begins what they are expected
to match. As the team calls out the numbers, write the word that corresponds to
that square on the board.
3.
If the words are a match, draw a line through the words, but
leave them on the grid, and give that team a point and an extra turn. If it is
not a match, erase the words.
4.
This is a memory game, so no one may write during the game.
Team members may talk together to make a match, but only one student should
call out the numbers.
On the board:

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

Your paper copy:

1         I

2

ours

3

theirs

4

you

5

they

6         she

7

we

8

X

9

its

10

he

11 it

12

mine

13

yours

14

hers

15

his

2.       POSSESSIVES
         Materials:        Worksheet
45
          Dynamic:       Teams
                  Time:        10 minutes
        Procedure:      1.             Divide
the class into two teams and have them stand in lines.
2.
Using the worksheet, read a sentence to the first student in Team
1. The student must change the possessive adjective and noun to a possessive
pronoun.
                                          Example:           This
is my pen.  This is mine.
3.
If the student answers correctly, he/she scores a point for the
team. In either case, the student goes to the end of the line. Read the next
sentence to the first student on Team 2.
4.
The team with the most points at the end of the game wins.
3.       MIXED-UP
ANSWERS
Materials:           Board,
two pieces of chalk or markers
Dynamic:        Teams
          Time:        10 minutes
Procedure:            1.   Divide the class into two
teams and have them form two lines on either side of the board.
2.
Divide the board in half and write the same short answers on each
side, but not in the same order. It does not matter if you write a yes or
a no answer for a question, but you should not write both. If you ask a
question such as “Is Jim home?,” you should have either “Yes, he is” or “No, he
isn’t”—but not both.
                                          Example:                      Yes,
he is.Yes, we are.
No, she doesn’t.No, it isn’t.
No, we don’t.No, she doesn’t.
Yes, we are.Yes, he is.
Yes, they are.No, we don’t.
No, it isn’t.Yes, they are.
Have the first two students in line come to the board. Read
out a question.
3.
Since the focus of this activity is pronouns, do not use pronouns
in your questions. Use nouns that the students need to match with the correct
pronoun in the answer. Also be sure you do not read questions in the order of
the answers on either side of the board. The students need to search for the
correct answers.
Example questions for
the above answers:
a.
Is your father retired?
b.
Does Madonna live in Chicago?
c.
Do you and your sister live together?
d.
Are you and your family happy here?
e.
Are all your relatives still in Japan?
                                           f.      Is
that your dog?
4.
Stress that speed is important. The first student who checks
the correct answer gets a point for his/her team.
5.
You can write as many answers as you want on the board.
Again, make sure there is only one correct response to your questions. You may
want to keep all the questions in the same tense, or you can mix tenses, which
will allow you more answers. Since the focus is on pronouns, it does not matter
what tense you use, as long as it is one your class knows.
NOTE:
To make this activity more relevant to your class, try to use the
names of students in the class in your questions where possible.
4.
FILL IN THE BLANKS
         Materials:         Worksheets
46A and 46B
          Dynamic:       Pairs
                  Time:        10 minutes

Procedure:

1.
  Use the worksheets or create your own story. Divide the class
  into pairs and give each pair one of the worksheets. Have the students fill
  in the blanks in the story with the correct pronouns.
2.
  When all pairs have finished, go over the story together.
SUGGESTION: For
  stories, use fairy tales, fables, summaries of stories the students are
  reading in other classes, summaries of TV shows or movies, or make up your
  own.
5.
  SONGS

Materials:

Worksheet
  47A or 47B or other song lyrics

Tape player and recorded song (optional)
          Dynamic:       Pairs
                  Time:        15 minutes
Procedure:            1.   Make copies of song lyrics
with the pronouns deleted. You may want to put a list of pronouns above the
song, as in Worksheet 47A.
2.
If it is clear what the pronoun should be from the text, have the
students work in pairs to provide missing pronouns. Then play the song for the
students to check their work.
3.
If it is not clear what the pronoun should be (if the answer
could be she or he), do this activity as a listening activity.
The students fill in the blanks individually as they listen to the song. Then,
with a partner, they check their answers and discuss why the pronouns they
chose are appropriate. (Even though they listened to the song, sometimes it is
not easy to hear what the pronoun was—he, she, we can all
sound alike, but the context should make the choice clear.) Go over the lyrics
as a class.
SUGGESTION:
Although you will probably want to use lyrics for which you have
the music, another song that works well for this activity is “Running Scared”
(Roy Orbison).
6.       CROSSWORD
Materials:        Worksheet 48
Dynamic:        Pairs
          Time:        10 minutes
Procedure:            1.   Divide the class into
pairs, and give each pair a copy of the worksheet.
                               2.            The
first pair that successfully completes the crossword wins.
7.       WHAT’S
THE ANSWER?
Materials:        Worksheet 49
Dynamic:        Pairs
          Time:        15 minutes
Procedure:            1.   Divide the class into pairs
and give each pair a copy of the worksheet. The students choose the correct
pronoun forms. Once they choose, the instructions on the worksheet direct them
where to go next.
                               2.           The
first pair to finish the worksheet successfully wins.

        Worksheet 45:    POSSESSIVES
1.      I
have your books.
2.      Is
she your baby?
3.      Do
you have my dictionary?
4.      That
new car is their car.
5.      This
is your jacket; it isn’t my jacket.
6.
This is my test paper.7. Did you bring his ID?
8.
Those aren’t our tickets. We have our tickets.
9.
Did you see her project?
10.       My
purse is leather; her purse is straw.
11.       Your
car is nice, but our car is nicer.
12.       The
winning science project is my project.
13.       I
like your sweater better than my sweater.
14.       His
experience was worse than her experience.
15.       May
I borrow your pencil? I broke my pencil.
16.       Those
brownies are their brownies.
17.       The
books on the table are their books.
18.       I
sold my computer.
19.       That
cocker spaniel is our dog.
20.       Their
shoes are outside.
Worksheet 46A:    FILL IN THE BLANKS
A GROUP OF
FRIENDS
I have a friend named John who is a student. John has two
brothers.
 older brother, Tad, now lives in
San Francisco.
is a beautiful city, as you know. I met         (the two brothers) when
 were all working at the mall after
school. John and Tad’s
younger brother, Paul, lives in Austin, Texas.         is a swinging,
single guy with two
girlfriends. One girlfriend is a singer, and sings
every night with            twin sister. The other girlfriend lives in

        Worksheet 46B:    FILL
IN THE BLANKS
NUISANCE
Once upon a time, there was a tomcat named Nuisance.
lived with a wonderful woman named Lisa, but for some
reason,
                                       seemed
to like everyone but        . The harder Lisa
, the more Nuisance
thought of things
. One day Lisa’s friend
brought over a
beautiful hanging plant. hung     in

asked the people in the apartment building to
help search for                    .
all agreed to help, but no one found Nuisance. Just when
                                      had given up hope,                turned up. Nuisance spent
whole life doing things like this to Lisa, but she always
.
Worksheet 47A: SONGS
Choose a pronoun
from the list to fill in each blank as you listen.

Subject pronouns

Object pronouns

Possessive adjectives

I
you he she

it
we
they

me  it you us him them her
“He Stopped
  Loving Her Today”

my
your his her

its
our
  their

said

’ll love

’till

die.

 told
As the years went slowly by,
still preyed upon mind.
 picture on  wall
And went half crazy now and then.
But                        still loved                              through
it all,
Hoping
Kept
some letters by                           bed
Dated nineteen-sixty
two.

REFRAIN:
                             stopped loving                             today.

Copyright ©1978 Sony Tree Publishing Co.,Inc.
All rights
administered by Sony Music Publishing,8 Music Square West,Nashville,TN 37203
All Rights Reserved Used by Permission
        Worksheet 47B:   SONGS
Fill in the blanks with the
appropriate pronoun or adjective.
“The Erie
Canal”
                             I’ve
got a mule,      name is Sal,
Fifteen miles on the Erie Canal.
’s a good ol’ worker and a good ol’
pal,
Fifteen miles on the Erie Canal.
’ve hauled some barges in our day,
Filled with lumber, coal and hay.
                           And
      know every inch of the way
From Albany to Buffalo.
REFRAIN:

Fifteen miles on the Erie Canal.
                           ’Cause                            bet
                           life

Fifteen miles on the Erie Canal.
Get up there, mule, here comes a lock
’ll make Rome about six o’clock,
                               One
more trip and back     ’ll go,
Right back home to Buffalo.
REFRAIN
Worksheet 47B (CONTINUED):    SONGS
Fill in the
blanks with an appropriate pronoun. “Red River Valley”
From this valley they say you are going,
We will miss                            bright eyes and sweet
smile,
For                                                            are
taking the sunshine,
pathway
awhile.
REFRAIN
Come and sit by   side if     love me,
Do not hasten to bid me adieu,
But remember the Red River Valley

REFRAIN

REFRAIN

         Worksheet 48:    CROSSWORD

ACROSS
3. Third person plural object
pronoun.
6. That book belongs to us. It is
.
8.  Subject pronoun
thatcorresponds to me.
9.  Third person plural
possessivepronoun.
11.   Object pronoun
that correspondsto I.
12.   If it belongs
to you, it is
.
DOWN
1.  “Where do              live?”
2.  Refers to my brother.
4.  Goes along with she.
5.  If it belongs to me,
it’s      .
7. Subject pronoun that goes along with
her.
9.       As
a subject, refers to mybrother and sister.
10.   Neutral
pronoun.
13. If we want
something, we’ll ask you to give it to  .

        Worksheet 49:   WHAT’S
THE ANSWER?
With your partner, choose the best
answer and follow the instructions for your choice.
1.
That book is        .
a.       I        Go
to # 3         c.         mine    Go to # 8
b.      me     Go
to # 16       d. my   Go to # 4
2.
My friends are thoughtful.           always
ask how I feel.
a.       they   Go
to # 5         c.         him      Go to # 16
b.      them  Go
to # 16       d. he    Go to # 11
3.
No. This is a subject pronoun. Try again.
4.
No. This is a possessive adjective. Try again.
5.
Yes. Go to # 7.
6.
No. The subject is neither male nor female. Try again.
7.
John had a headache, so   stayed
home today.
a.       I        Go
to # 18       c.         her       Go to # 16
b.      they   Go
to # 10       d. he    Go to # 14
8.
Yes. Go to # 2.
9.
See that book? Please give           to me.
a.       him    Go
to # 6         c.         her       Go to # 6
b.      it        Go
to # 19       d. them Go to # 10
10.       No.
The subject is singular. Try again.
11.       No.
The verb does not agree. Try again.
12.       Do
__________ know my name?
a.       he      Go
to # 11       c.         I           Go to # 21
b.      you    Go
to # 23       d. she   Go to # 11
13.       No.
This is an object pronoun, but it does not make any sense here.Try again.
14.       Yes.
Go to # 9.
15.       Yes.
Fruit is neither masculine nor feminine. Go to # 22.
16.       No.
This is an object pronoun. Try again.
17.       YES!
You really know your pronouns! You have finished the quiz correctly.
18.       No.
This pronoun does not agree with the subject. Try again.
19.       Yes.
Go to # 12.
20.       Eat
fruit. __________ is good for you.
a.       it        Go
to # 15       c.         they     Go to # 11
b.      its      Go
to # 4         d. he    Go to # 6
21.       Grammatically
OK, but a strange question to ask. Try again.
22.       My
sister asked to borrow my sweater, so I gave it to __________.
a.       it        Go
to # 13       c.         she       Go to # 3
b.      her     Go
to # 17       d. me   Go to # 13
23.       Yes.
Go to # 20.

 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
  50, objects filled in

Various objects provided by instructor
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
51 or other similar picture
Dynamic:        Pairs
          Time:        20 minutes
Procedure:            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
52A or 52B for instructor’s use
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:

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

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:

1

2

3

4  up

5

6
  around

7

8

9

10

11

12

13

14

15

16

17

18

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 53 (optional)
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 O 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 O, 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 O 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 page 162. Use Worksheet 54 or a similar list of your own sentences.
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 B 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
          Dynamic:        Pairs/Small
groups
                  Time:        20 minutes

Procedure:

1.

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?

With a partner, find the objects on
the list. They are all located somewhere in the classroom. Then write a
complete sentence that includes a prepositional phrase to describe each
object’s location.
Objects:
1.
6.
2.
7.
3.
8.
4.
9.
5.
10.
Locations:

Worksheet 50:

SCAVENGER HUNT

            1.
            2.
            3.
            4.
            5.
            6.
            7.
            8.
            9.
10.

Worksheet 51:

ERROR ANALYSIS

With your partner, decide whether the
sentences desribing the picture are correct or incorrect. If they are
incorrect, correct them.

__ 1. The bird is on the umbrella.
__ 2. The sandwiches are behind the
salad.
__ 3. The spatula is on the man’s
hand.
__ 4. The
hammock is between a tree and a pole.
__ 6. The cat is under the table.
__ 7. The baby is beside the father.
__ 8. The hot dogs are next to the
plates.
__ 9. The chairs are under the table. __10. The grill is in
front of the man.

__ 5. The dog is under the table.

1.     What
time do you get up  the morning?
2.     She
is sitting
3.     The
roof is
4.
I have a doctor’s appointment      10:30.

10.     Before
the test begins, please put your books      the table.

Worksheet 52A:

PREPOSITION BEE (LOWER LEVEL)

11.     Keiko
attends class
12.     What
time does it get dark
13.     I’ll
be        my office after class if you want
to talk to me.
14.     Please
keep your notes      your notebook.
15.     I’m
always cold because there is a ceiling fan directly  my
desk.
16.
When it’s cold, I wear a sweater  my shirt.
17.     Hugo
works out in the gym          Saturday.
18.     Where’s
my pencil? I don’t see it, but it must be   here
somewhere.
19.
The back seat is    the driver’s seat in a car.
20.     I’m
going  to take my dog for a walk.
21.     The
children pressed their noses   the glass to see
what was inside the store.
1.
I’ll meet you         4:00, give or take 15 minutes.
2.     Mary
was walking  from her car when I saw her.
3.
It’s raining; you’d better put a coat          your dress.

was so embarrassing!
9.
Shut the computer            if you are the last to leave.
10.     Max is      Mexico,
but he has lived here for 10 years.

Worksheet 52B:

PREPOSITION BEE (HIGHER LEVEL)

11.     You
can’t get Jasmine’s attention when she is      a group
of her friends.
12.
There were many
accidents          the big storm last week.
13.     The
glass fell  the
floor.
14.
Because of my allergies, the doctor told me I would have to go chocolate.
15.     My
house is located         the city limits.
16.     Your
final essays are due  May 27.
17.     Jordan
was born   the last day of July.
18.     I
sat in the middle seat,    Luci and Claudia.
19.     Because
of all the trees, I can’t see what is           those
buildings.
20.     Dogs
must be        their yards or on a leash.
21.     Is
there any holiday that is celebrated       the
world?

Worksheet 53:

TIC TAC TOE

pay

hand

look

put

try

wake

make

shut

run

do

figure

grow

find

fill

tear

ask

call

drop

write

watch

pick

look

keep

hang

hang

give

fill

1.
I first asked my girlfriend on a date two years ago.
2.
I had a message to call you .
3.
Rumi gave            on her math homework because she couldn’t
figure    the problems.
4.
My handwriting was so messy that my teacher told me to do
myhomework       .
5.
Ali is very easy-going; he gets everyone.
6.
If
the classroom gets too hot, take            your sweatshirts and sweaters.
7.
Watch      ! There’s a big pothole in the road.
8.
The
copy machine ran      paper, so I couldn’t make you copies.
9.
I need an alarm clock to wake      .

Worksheet 54:

PREPOSITION BEE (PHRASAL VERBS)

10.     They are tearing   the
old building on the corner.
11.     I’ll
lend you the money if you promise to pay me            .
12.     Before
our teacher hands  our tests, she always tells us to put our books
13.
Yuji is not a serious student; he is always fooling            in
class.
14.     I
know this class is difficult, but try to get
15.
Hitoshi grew in a small town in Japan.
16.     Cassio
hung the phone before I could ask him
about the homework.
17.
I like to buy clothes, but I hate trying them          .
18.     If
you don’t know how to spell a word, look it  in the
dictionary.
19.     Elena
lost her essay and had to start         .
20.     I
ran          my former teacher in the parking
lot today. I hadn’t seen him in three  years.

 IDENTIFYING ADJECTIVES
1.       SCAVENGER
HUNT
Materials:   Magazines to share
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
crazy 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.
2.
OPPOSITES BOOK
Materials:      Magazines or catalogs, construction paper
Dynamic:    Individuals/Pairs
Time:         30 minutes
Procedure: 1.            Have
students bring in magazines or catalogs to cut up in class. Be
sure there are plenty for them to use. In their magazines,
students look for pictures of opposites, cut them out, and paste each picture
on a separate page. They then label the picture with the adjective it depicts.
(One page might have a picture of someone who is angry, and the next page have
someone looking happy, for example.)
2.
When they have found as many opposites as possible or when time
is up, the students staple the pages together into an “Opposites Book.”
3.
The students can then exchange books to look at the pictures
other students have found to depict opposite adjectives.
SUGGESTION:
You can give the students free rein to choose the opposite
adjectives they want, or you can give them a list to find. The students can
easily find pictures of these adjectives.
                                            comfortable/uncomfortable                     common/uncommon
                                         bad/good                                                  happy/sad
                                          healthy/sick                                                important/unimportant
                                              interesting/uninteresting
(boring)           beautiful/ugly
necessary/unnecessary clean/dirty pleasant/unpleasant
polite/impolite
big/small   cheap/expensive cold/hot        dangerous/safe
dark/light        dry/wet empty/full fast/slow fat/thin         hard/soft
heavy/light    long/short messy/neat modern/old-fashioned noisy/quiet old/young
sour/sweet   strong/weak
Variation:      By labeling the pictures, the students
create a study book for themselves. For a more interactive activity, before
they label the pictures, the students can exchange books with a classmate and
have the classmate try to supply the adjectives.
3.
OPPOSITE-ADJECTIVE BINGO
Materials:       A bingo board
(Worksheet 55A, 55B, or 55C) for each student, markers
Dynamic:         Whole class

Time:

15
  minutes

Procedure:

1.    Give each student a bingo board and markers to cover the words
  (paper squares, tiles, beans, etc.). You may want to give them time to look
  over the words on the board. Explain that when you call out an adjective,
  they are to look for and cover up that adjective’s opposite. For example, if
  you call out “hard,” the students cover up “soft.”

2.    The first person who covers five
adjectives in a row is the winner. Check the answers. If the student has made a
mistake, continue the game. (For variation, you could allow four corners or a
cross, etc.) Variations:   Give
everyone the same board so they will all hit bingo at the same time. Or make
your own from the blank board (Worksheet 55D). You might also give the students
blank boards and write a list of adjectives on the board. The students then
choose from that list to fill in their boards in any order they want. Since the
words you call off will be related to the words you write on the board, the
students cannot write in their own adjectives.
4.
ADJECTIVE CHARADES
Materials:   Worksheet 56, cut up
Dynamic:  Teams
Time:         20 minutes
Procedure:            1.   Cut Worksheet 56 into
pieces and keep them in a hat, box, or bag. Divide the class into teams.
2.
A student from the first team draws a slip with an
adjective on it and must act out the adjective for his/her teammates. Set a
time limit. If the team does not guess it, the other team (or teams) has a
chance to “steal” the answer.
3.
Give a point to the team if it guesses correctly in the time
limit, or to the team that steals the answer. Play then passes to the next
team. Continue until all slips have been played or until the time limit is
reached.
5.
WHAT DOES IT REMIND YOU OF?
Materials:  Worksheet 57
Dynamic:  Groups
Time:         20 minutes
Procedure:            1.   Divide the students into
groups of four. Give each student a copy of the handout and have everyone fill
in the chart under “you” with a place, person, or thing that the adjectives
remind him/her of.
2.
Have each student take turns asking the other three members of
the group what the adjectives remind them of. The students then record this
information on their charts.
3.
Compare charts as a class by asking who had the same ideas in
their group, who gave an unusual or funny answer, etc.
 ADJECTIVES IN SENTENCE CONTEXT
1.       MATCH
THE DESCRIPTION
Materials:            Worksheets
58A and 58B or your own cards
Dynamic:         Whole class
          Time:        30
minutes

Procedure:

1.

Give each student two
  cards: one with a description of themselves (Worksheet 58A, cut up) and the
  other of a description of the classmate they are supposed to find (Worksheet
  58B, cut up). Each
student
  assumes the identity of his/her description from Worksheet 58A.

2.

The students may not look
  at anyone’s A card. They must circulate and ask each other questions based on
  the description of the person they are looking for.
Example:             If John’s B card says “Find
  someone who is tall and
thin and wearing a
  basketball uniform,” John must ask other students questions to find that
  person. (“Are you tall?” “What are you wearing?”)
At
  the same time, the other students will be asking questions to match their B
  cards. John should be prepared to look at his A card to answer questions
  addressed to him even when he is finished asking questions.

3.

When
  a match is made, the student with the B card takes the other student’s A
  card. The students do not sit down until they have both given up their A card
  and received another student’s A card.

4.

When
  everyone has finished, you can ask some questions: “Who is tall and wearing a
  basketball uniform?” “Who has short curly blond hair?” “Who is handicapped?”

Variation:

For
  a less complicated game, keep the B cards but use small pictures from a
  magazine instead of A cards. When a match is made, the person with the
  description card takes the picture card.

2.       DESCRIPTION
Materials: None
Dynamic:  Whole class
Time:         15 minutes
Procedure:            1.   Have each student write a
one-sentence description of a classmate on a piece of paper, using at least one
adjective in the description.
                                  Example:          She
has long curly hair.
He is wearing a black leather jacket. She has on a
colorful T-shirt.
2.
The students take turns reading the descriptions aloud. The rest
of the class tries to guess who is being described.
NOTE: Because students
are competing to guess the identity of their classmates, caution them not to be
too general (not “She is wearing dark blue jeans” if most of the class is
wearing dark blue jeans) or too specific (not “She is wearing a T-shirt with a
purple-and-yellowstriped zebra on it.”). Descriptions that are too general
result in a simple guessing game. Descriptions that are too specific take the
fun out of the game.
3.
MAKE A SENTENCE
Materials:  Worksheet 59
Dynamic:  Groups
Time:         20 minutes
Procedure:            1.   Arrange the class in groups
of approximately four. Give the cards from one cut-up worksheet to each group,
face down. Tell the students to deal out five cards per person and keep the
others face down in a pile.
2.
The students take turns choosing a card either from the pile or
from another student’s hand, and then discarding. The object is to make a
complete sentence with an adjective in it.
3.
When one of the players has a complete sentence in his/her hand,
he/she displays the sentence in order. All the cards in the student’s hand must
be used to make the sentence. If it is accepted by the group (you can intervene
as ultimate judge), the game is over and that student is the winner. If the
sentence does not make sense, is not grammatically constructed, or contains no
adjective, the student picks up his/her cards and the play resumes.
While the words on the worksheet are arranged into
four-word sentences, it is possible for the students to come up with other
possibilities using the words on the worksheet. As long as the students are
able to produce a logical sentence of the correct length, accept their answer.
NOTE:
If you are making your own cards instead of or in addition to
using the worksheet, be sure all sentences are of equal length.
4.
WHAT’S IN THE BAG?
Materials:       5–12 small
paper bags items for the bags
Dynamic:         Pairs/Whole class
          Time:        20 minutes
Procedure:            1.   Place one item in each bag.
You may want to use multiple pieces of one item, such as seven cotton balls or
a handful of pot pourri. Suggested items:
                                                  cooked
pasta               dry, broken pasta             pot pourri
                                                   cotton
balls               flour                                soil
                                                  croutons                     paper
clips
2.
Put a list of adjectives on the board. The words will depend on
the level of your class. For example:
Beginner: round, hard, soft,
long, small, large
Intermediate: sharp, sandy,
sweet-smelling, sour, flexible
Advanced: sticky, rubbery, pliable, brittle,
pungent, odorous
3.
Using an adjective order chart such as the one in Basic
English Grammar, have students generate words from each adjective category
(opinion adjectives, colors, sizes, etc.). Introduce new words in each of these
categories and write them on the board.
4.
Arrange students into pairs and assign each pair a number. Have
each pair write its number on the outside of its bag.
5.
The students feel the contents of the bag and then write
adjectives on the outside of the bag describing what they feel. Ask students to
draw from the words on the board.
6.
Students pass the bags around so everyone can experience the
contents of each bag. Then have the pairs generate a sentence using adjectives
to describe the contents of the bag they are holding.
7.
From the description, the other students try to guess the
contents of the bag. You can have the other pairs call out their guesses, or
for a competition, have each pair write down its guesses, exchange papers, and
show the class the contents to correct the papers.
5.
PASS IT ON
Materials:   None, or
Worksheet 60
Dynamic:  Whole class
Time:         15 minutes
Procedure: 1.           Choose five students (or ask for
volunteers) to leave the room.
2.
Before they go, explain to the class that you will send the five
students out and then call them back one at a time. You will tell the first
student a short story and then, when the second student comes in, the first
student will tell him/her what you have just said. Continue until they get to
the fifth student. You should try to talk at a normal rate that your students
can understand, perhaps even a little faster. Do not purposely slow down to
tell the story.
3.
Have the five students leave the room. Follow the steps explained
in step 2.
4.
You can make up your own story or use an example from the
worksheet. If you make your own story, be sure to include plenty of adjectives.
5.
The class (and you) will judge how well the story got passed
along.
6.
To play again, select five different students and a different
story to pass along.
NOTE:
The other students in the class should not coach or help the
students who make errors in content when relaying the stories. This should be
stated before doing the activity.
SUGGESTION:
For fun, tape record both the first and final versions of the
story. Then play them back for the whole class.
6.
ON-THE-SPOT REPORTS
Materials: None
Dynamic:    Pairs/Small groups
Time:         20 minutes
Procedure:            1.   Before class, ask a student
to help you participate in a role play (or choose two students to do the role
play). Bring in different types, colors, and patterns of clothing. The two
actors “disguise” themselves with the clothes. One of the actors is the “thief”
and the other, the “victim.” (If you are taking one of the roles, you might
want to play the thief.)
2.
At the beginning of class, the “victim” comes in and walks in
front of the class (perhaps as if looking for a place to sit or going out an
opposite door—it depends on your classroom). The “victim” has a purse or
backpack or some other article for the “thief” to steal. The “thief” rushes in
behind the “victim” and grabs the agreed-upon article. Both exit, with the
“victim” now chasing the “thief.”
3.
The two actors remove their “costumes” and leave them out of
sight of the rest of the students.
4.
Arrange the students in pairs or small groups and have them
prepare “statements” for the police. The statements describe what they
witnessed, details about what the “thief” was wearing, and a description of the
stolen object.
5.
Read the statements aloud or have students read them aloud so the
class can agree on the best report of the incident. You can also show the
clothes and see which group came closest.

Worksheet 55A:

OPPOSITE-ADJECTIVE BINGO

happy

calm

cheap

intelligent

round

soft

difficult

sweet

sharp

light

cold

interesting

FREE

funny

large

new

dry

dirty

empty

short

loud

cool

attractive

slow

smooth

Worksheet 55B:

OPPOSITE-ADJECTIVE BINGO

smooth

slow

attractive

cool

loud

short

empty

dirty

dry

sharp

large

funny

FREE

interesting

cold

light

cheap

sweet

difficult

soft

round

intelligent

new

calm

happy

Worksheet 55C:

OPPOSITE-ADJECTIVE BINGO

happy

cheap

round

difficult

new

cold

funny

sharp

dirty

short

cool

slow

FREE

calm

soft

sweet

intelligent

light

interesting

large

dry

empty

loud

attractive

smooth

Worksheet 55D:                   OPPOSITE-ADJECTIVE
BINGO

FREE

Worksheet 56:

ADJECTIVE CHARADES

✄

sad

wild

tired

lazy

sour

heavy

hot

bored

serious

small

wet

clean

full

tall

quiet

warm

ugly

fast

attractive

funny

crazy

Worksheet 57:

WHAT DOES IT REMIND YOU OF?

a.

For each adjective, write in a place, thing, or person that that
adjectivereminds you of.
b.   Now, ask
the members of your group and write in their answers.

ADJECTIVE

YOU

STUDENT 1

STUDENT 2

STUDENT 3

beautiful

cheap

boring

ugly

noisy

dangerous

huge

tiny

expensive

relaxing

Worksheet 58A:

MATCH THE DESCRIPTION

✄

You are tall and thin and are wearing a basketball uniform.

You
  have short, curly blond hair.

You
  are wearing a striped suit with a red tie.

You have a thin mustache and dark hair.

You
  are tall and are wearing a jogging outfit.

You
  have long blond hair.

You have a dark beard and dark hair.

You
  are wearing ski gloves.

You
  are wearing long black gloves.

You are wearing a short leather skirt.

You
  are wearing a miniskirt which has black polka dots.

You
  are wearing a blue jogging outfit.

You have short, curly blond hair and a mustache.

You
  are handicapped and are sitting in a wheelchair.

You
  are sitting in a rocking chair with a colorful blanket on your lap.

You are wearing dark glasses and a leather jacket.

You
  are holding a small, ugly dog.

You
  are walking a dangerous-looking dog.

You are wearing glasses and a hat.

You
  are sitting next to a white, long-haired cat.

You
  are holding a tiger-striped cat.

Worksheet 58B:

MATCH THE DESCRIPTION

✄

Find someone who is holding a tiger-striped cat.

Find
  someone who is sitting next to a longhaired cat.

Find
  someone wearing glasses and a hat.

Find someone wearing sunglasses and a leather jacket.

Find
  someone holding a small, ugly dog.

Find
  someone walking a dangerous-looking dog.

Find
  someone who is sitting in a rocker with a brightly colored blanket on his/her
  lap.

Find
  someone who is
handicapped
  and sitting in a wheelchair.

Find
  someone with a mustache and short, curly blond hair.

Find someone who has a thin mustache and dark hair.

Find
  someone wearing a black polka-dotted miniskirt.

Find
  someone wearing a blue jogging outfit.

Find someone wearing long black evening gloves.

Find
  someone wearing a striped suit and red tie.

Find someone who is tall,
  thin, and wearing a uniform.

Find someone who is wearing a short leather skirt.

Find
  someone who is tall and wearing a jogging outfit.

Find
  someone with long blond hair.

Find someone who has short, curly blond hair.

Find
  someone with a dark beard.

Find
  someone wearing ski gloves.

Worksheet 59:

MAKE A SENTENCE

✄

a

lemon

tastes

sour

this

desk

feels

smooth

that

garbage

smells

bad

bungee

jumping

looks

dangerous

she’s

a

pretty

girl

good

health

is

important

dogs

make

good

pets

silver

coins

are

rare

most

cats

are

furry

Worksheet 60:

PASS IT ON

1.
Yesterday, I was waiting for the elevator in a big department
store. When the door opened, I was so surprised to see a lady wearing a long
purple fur coat, carrying a reddish-brown monkey. As they got off, the monkey
tipped his little straw hat to me.
2.

I was extremely hungry yesterday, so I called a new take-out place. I ordered
two chocolate shakes, three large bags of fries, and a family-size vegetarian
pizza. The service was so slow that by the time my order arrived, I had lost my
humongous appetite and couldn’t eat a thing.
3.
Last night I woke up suddenly when I saw some strange, bright
lights in my yard. I ran through the wet grass to see what was happening. I
heard a loud motor and looked up to see a shiny silver spaceship with pulsing
lights. I couldn’t move and watched as the spaceship slowly landed. The round
door opened, and suddenly I heard piercing sirens and ringing bells. I turned
to run and then . . . I woke up and shut off my alarm clock!

       MODALS
1.
DIALOGUE ADVICE
         Materials:       None
          Dynamic:       Teams
                  Time:        10 minutes
Procedure:            1.   Divide the class in half, and have the students form
two lines on either side of the classroom. The first student in each line then
comes to the center of the room.
2.       The two students converse with each other as in the
examples, with one student stating a problem, and the other giving advice.
Examples:
                                                                       Student A:       What’s
wrong?
                                                                       Student B:        I
have a headache.
                                                                       Student A:          You
should go home and take some aspirin.
                                                                       Student A:        What’s
the matter?
Student
B:        I have to take my driver’s
license test, but my car isn’t working.
                                                                       Student A:          You
should try to postpone the test.
4.
The two students then go to the ends
of their respective lines, and the next two students converse. Continue the
play until all students have had a chance, or until you reach a certain time
limit.
NOTE:           You may want to give the class a topic, such as health,
family matters, or transportation, or leave the conversation open-ended.
2.
LINE-UPS
         Materials:        Worksheet
61
          Dynamic:       Whole class
                  Time:        20 minutes
Procedure:            1.   Copy the worksheets (using two colors of paper) and
cut them into individual cards so that you have one card for each student, or
make your own 3”x
5” cards in two colors. (Using
two colors makes it easier to give directions and see that everyone is where
he/she should be.) You will need only one worksheet if you have 12 or fewer
students.
2.
Call all students holding one color
card to the front of the class and have them form a line. This is the question
line. The other students come forward and stand in front of a student in the
question line.
3.
The students in the question line
read the questions on their cards to the classmates in front of them. The
students in the answer line must give advice. After answering a question, the students
in the answer line move to the next position. The students in the question line
do not move. Continue until the students in the answer line are back where they
started (they have given advice to all the students in the question line). Now
the students change positions. The students who answered questions are now the
question line. They take out their cards to ask questions, and the opposite
students answer.
4.
As a follow-up, ask each student to
summarize the kind of advice he/she received. In a lower class, you might just
ask each student for one piece of advice he/she received.
3.
WHAT CAN I DO WITH IT? (Using can)
Materials:       None
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, aspirin, gloves, paper clips, bicycle,
thermometer, turn signal
4.
ARE YOU THE ONE? (Using can)
         Materials:        Worksheet
62
          Dynamic:       Whole class
                  Time:        20 minutes
        Procedure:      1.          Give every student a copy of the worksheet.
2.
The object is for students to find
someone who can give them a yes answer to each question. When they get a
yes they write that student’s name in the space. If they get a no answer,
they continue to search for someone who will say yes.
3.
Go over some of the answers as a
closure.
NOTE: This same idea can be used with Human Bingo. See
Chapter Five for sample worksheets of both Are You the One? and Human
Bingo.
5.
STOP ME, PLEASE!
         Materials:          Bottles
to use as props
          Dynamic:       Whole class
                  Time:        10 minutes
NOTE: This short warm-up or review activity involves the entire
class, but takes only 5–10 minutes.
Procedure:            1.   Begin by telling the class they can speak to you
using negative modals only. On the board, list several possibilities, such as
You don’t have to . . . You must not . . .
You
don’t need to . . . You should not . . .
2.
Set up a group of small bottles in
front of you. On one, attach a skull and crossbones picture, or write the word poison
on an easyto-see label.
3.
Tell the students that you need to
put eyedrops in your eye (or take some aspirin, etc.), but you don’t have your
contact lenses in, so you can’t see very well.
4.
Pick up the bottle with the poison
label, saying “This must be the right bottle!,” and act as if you are going to
use it. If no one tries to stop you, draw out the activity a little longer
before finally asking if anyone has something to say to you. (You might say “Is
this the right bottle?” “Can anyone help me? I can’t read the label.” or “Do
you think this is the right one?”)
6. ROLE PLAY
Materials:        Worksheet 63
Dynamic:        Pairs
          Time:        20 minutes
Procedure:            1.   Put students into pairs, and give each pair a card
from the cut-up worksheet.
2.
The pairs read their situation and
plan a role play. They must use some modals in their role play, but are not
limited to any in particular.
3.
Check with the pairs to see how they
are doing. When everyone is prepared, the pairs come to the front and role play
their situations. The class states what situation is being portrayed.
7. CLASS RULES
Materials:       None
Dynamic:         Small
groups
          Time:        10 minutes
Procedure:      1.         Divide
the class into groups of three or four.
2.
The groups are to make a list of
rules for the class that are fair for both students and teacher. Encourage them
to use modals and the future.
3.
A member of each group writes the
group’s rules on the board. As a class, decide which rules they would all accept.
 PAST PROGRESSIVE
MODALS
1. KNOCK AT THE DOOR
Materials:         3”x 5” cards
Dynamic:        Pairs
          Time:        20 minutes
Procedure:      1.           Model
two or three Knock at the Door situations.
Examples:
Teacher:        I knocked at my friend’s door at 6:30 this morning. He
came to the door with a razor in his hand, wearing half a beard and half a
mustache.
                                                                  Student:           He
must have been shaving.
Teacher:        I knocked at my friend’s door at 10:30 last night. She
came to the door with the TV remote control in her hand, and I could hear loud
music in the background.
Student:         She must not have been studying for the big grammar test
we have today.
2.
Put students in pairs and have each
pair write 3–5 Knock at the Door situations on their index cards.
3.
Circulate and circle the two best
situations on each card. Have the student pairs share them with the class.
SUGGESTION: Instead of step 3, the pairs can pick their two favorite
situations to share with the class.
       REVIEW

1. BOARD GAME

Materials:

Worksheets
  64A, 64B, and 64C One die per group, one marker

per student
          Dynamic:       Groups
                  Time:        20 minutes
Procedure:            1.   Divide the class into groups of approximately four.
Give each group a copy of the worksheet appropriate to the class level and a
die, plus one marker for each student in the group.
2.
The students take turns rolling the
die and moving the indicated number of spaces. They follow the directions on
the space they land on. If they land on a blank space, they stop and wait for
their next turn.
3.
The first student in each group to
reach the end is the winner.
NOTE: Instead of using the worksheets, you may want to make
your own to review the forms you have covered in class.
2. RIDDLES
Materials:       None
Dynamic:        Pairs
          Time:        15 minutes

Procedure:

1.

After
  working with modals of advice, possibility, and obligation, write the
  following riddle on the board and see if students can answer the question.
She can listen to music or watch a movie.
She must have a ticket.
She doesn’t have to stay in her seat.
She must not smoke.
She should relax and enjoy herself.
                   Where is she?           In an airplane.

2.

Have the students work in pairs and use the above
  structure to make riddles of their own. They can conclude with the questions Where
  is she/he? or Who is she/he? (with professions).

3.

You
  can use the completed riddles in several ways.
a.
  Collect the riddles, check for
  mistakes, and redistribute them tonew pairs. The pairs discuss the riddle and
  write their answer on the paper before checking with the writers.
b.
  Have each pair read their riddle
  aloud, and have the wholeclass guess the answer.
c.
  Have each pair write their riddle
  on the board or tape it to thewall. The other students circulate, read, and
  write their guesses.

4.

The riddles can then lead into a discussion of errors
  or of the different answers that came up as a result of the activity.

3. MODAL MADNESS

Materials:

Worksheets 65A, 65B, and 65C

Dice and markers
Dynamic:         Small
groups
          Time:        45 minutes
Procedure:            1.   Arrange students in groups of three or four. Give
each group a game board, situation sheets, answer key, and die, plus one marker
per student.
2.
The first student rolls the die,
moves his/her marker the appropriate number of spaces, and reads aloud the
situation from Worksheet 65C that corresponds to the numbered space.
3.
The student then follows the
directions, using an appropriate modal.
Example:
Student
A lands on block 14. The instructions read:
One of your partners is homesick. Make a possible
suggestion to help him/her.
Student A replies: You could call your family more often.
4.
Other students in the group check the
answer key to see if the modal used is acceptable. If it was correct, the
student waits for his/her next turn, then goes again. If it was incorrect, the
student misses his/her next turn.
5.
If a student lands on a number that
has already been done, he/she automatically advances to the next “new”
(previously unused) number.
6.
If a student lands on FREE CHOICE,
he/she can choose any situation number.
7.
The winning student or team is the
first one to land on MODAL HEAVEN. (The numbers on the playing board are
repeated to provide for maximum practice.)

Worksheet 61:

LINE-UPS

✄

My girlfriend/boyfriend is
  going to make dinner for me, and she/he is an awful cook! What should I say?

There’s some money left on a table after everyone
  leaves class. What should I do?

If I arrive at class 30 minutes late, should I go in?

I just met my sister’s new boyfriend. He’s very
  impolite, and I don’t like him. What should I say to her?

I didn’t pass my test today.
  What should I do?

My boyfriend/girlfriend just broke up with me. What
  should I do?

It’s very cold today. What
  should I wear?

I want a pet, but I don’t know what kind to get. What
  kind of pet do you recommend?

I didn’t have time to eat breakfast this morning. Now
  I’m in class, and my stomach is growling. What should I do?

My friend wants me to go to a party, but I’m very tired
  and I don’t know the other guests.
Should I go?

I just won a lot of money in
  Las Vegas! How should I spend my money?

My car always breaks down on the highway. What should I
  do?

Worksheet 61:

(CONTINUED)

✄

I feel sick, but we are about to take a test. What
  should I do?

I have a headache. What should I take?

I left my books on the bus.
  What should I do?

I did my homework, but my dog chewed it up. I don’t
  think the teacher will believe me. What should I do?

I lost a library book. What should I do?

I feel very sick, but I don’t have a doctor. What
  should I do?

I have a toothache. What should
  I do?

I ruined my sister’s favorite shirt by getting ink on
  it. Should I tell her?

Your sister tells you she just had a fight with her
  husband and asks for your advice. What should you say?

You forgot your boyfriend/ girlfriend’s birthday, and
  now he/she is outside your door. What should you do?

You are having lunch with an
  old friend from school when your jealous boyfriend/girlfriend walks in. What
  should you do?

Your car runs out of gas at 2:00 A.M., and you have no money
  with you. What should you do?

Make questions of the phrases, using can. If a student answers yes, write his/her
name on the line. If a student answers no, continue looking for a yes
answer.
1.
play the piano
2.
use chopsticks
3.
identify the president of theUnited
States

Worksheet 62:

ARE YOU THE ONE?

4.
snowski
5.
make a strawberry shortcake
6.
speak Japanese
7.
use a computer
8.
arrange flowers
9.
sing your national anthem
10.
give directions to the library

Worksheet 63:

ROLE PLAY

✄

Book a room in a hotel.

Ask someone to go on a date with you.

Persuade someone to lend you
  money.

Ask someone to return something he/she has taken.

Get a noisy neighbor to be
  quiet.

Ask for directions to somewhere.

Explain to a police officer why
  you were speeding.

Explain to one of your parents how the big dent got on
  the family car.

Convince your friend to go to
  the movie you have chosen.

Explain to the teacher why you don’t have your
  homework.

Make a reservation for a large
  group at an expensive restaurant.

Explain how you want your hair cut.

Worksheet 64A:

BOARD GAME (LOW LEVEL)

Worksheet 64B:

BOARD GAME (INTERMEDIATE LEVEL)

Worksheet 64C:

BOARD GAME (HIGH LEVEL)

ANSWER KEY:
1.
would, will, could, can
2.
may, could, can, would you mind
3.
would, will, could, can, would you
mind
4.
must, have to, have got to
5.
must not
6.
do not have to
7.
should, ought to, had better
8.
had better
9.
should have (or should not have) +
past participle
10.
should have (or should not have) +
past participle
11.
be supposed to
12.
be supposed to, be to
13.
let’s, why don’t, shall I/we
14.
could
15.
must be

Worksheet 65A:

MODAL MADNESS (REVIEW)

16.
may be, might be, could be
17.
had to
18.
can, be able to
19.
could, was able to
20.
couldn’t be, can’t be
21.
must not be
22.
may not be, might not be
23a.
must have + past participle
23b. may have, might have, could have + past participle
24. must have + past participle
25.
may have, might have, could have +
past participle
26.
should, ought to
27.
may, might, could
28.
used to + verb
29.
be used to
30.
would
31.
would rather

Worksheet 65B:

MODAL MADNESS (REVIEW)

Situations
1.
Invite one of your partners to go to
a specific restaurant for lunch.
2.
Make a polite request to take an
extra turn in this game. Use “I” as thesubject.
3.
Politely request that one of your
partners run to a nearby coffee shop toget you a cup of coffee.
4.
Tell one of your partners three
things that are necessary for you to do.
5.
Prohibit one of your partners from
cheating in this game.
6.
Tell all of your partners that it’s
not necessary to stand and applaudwhen your grammar teacher enters the room.
(But if they want to get an A, it’s a good idea.)
7.
Give one of your partners some
advice: he/she has been invited on adate by a teacher of the opposite sex. (The
teacher is attractive, and your partner likes him/her.)

Worksheet 65C:

MODAL MADNESS (REVIEW)

8.
Give one of your partners some
very strong advice: if he/she doesn’t likegrammar class, but likes the rest of
the program, . . .
9.
One of your partners didn’t go to bed
early enough last night becausehe/she went to a disco. He/She is yawning in
class today. Tell him/her that it was a mistake to go to bed so late.
10.
One of your partners went jogging on
the beach and lost his/her carkeys. Tell him/her it was a mistake to have the
keys in his/her pocket.
11.
In North American classrooms,
students are expected to activelyparticipate. Tell your partners this.
12.
The teacher strongly expects the
students to arrive for class on time,with their homework finished. Tell your
partners.
13.
Suggest to your partners that you all
play hookey from your next class.
14.
One of your partners is homesick.
Make a possible suggestion to helphim/her.
15.
Your favorite classmate isn’t in
class today. You are 95 percent sure youknow the reason. Tell your partners.
16.
What time is it in your home country?
Tell your partners what yourfamily/friends are perhaps doing right now. (You
are less than 50 percent certain.)
17.
Tell three things that were necessary
for you to do before you left yourhometown.
18.
Tell three things you have the
ability to do well.
19.
Tell three things you had the ability
to do well when you were younger.
20.
Tell what you think one of the people
you live with is not doing right now. You are 99 percent sure.
21.
Same as #20, but you are 95 percent
certain.
22.
Same as #20, but you are less than 50
percent certain.
23.
Bad luck! You have to follow both
these instructions to continue thegame:
Your classmate had a car accident last week. Why do you
think it happened?
You are 95 percent sure.
You are
less than 50 percent certain.

Worksheet 65C:

MODAL MADNESS (REVIEW) (CONTINUED)

24.
Your teacher was 45 minutes
late for class yesterday. Why? (You are 95 percent certain.)
25.
Same as #24, but you are less than 50
percent sure.
26.
You are 90 percent sure your friend
will do well on the midterm exam.Tell him/her.
27.
You are less than 50 percent sure
that you will win money when yougamble in Las Vegas next weekend. Tell your
partners.
28.
One of your classmates came to class
late every day for the first fourweeks of class, but now he/she is always on
time. Tell your partners about this past activity that is no longer true.
29.
Tell what people in your family are
accustomed to eating for breakfast.
30.
Before you came to this school, you
went dancing every weekend withyour friends. Tell your partners about this
repeated action from the past.
31.
Tell your partners which you prefer:
coming to grammar class to seeyour wonderful, charming teacher or going to the
beach to watch the sunset with your friends.

  PASSIVE VOICE
1.      AT
THE MOVIES
Materials:          Short excerpt from video
Worksheet based on video (see sample Worksheet 66)
Dynamic:         Small groups
          Time:        40 minutes
Procedure:            1.   Select either a short video
(no more than 30 minutes) or an excerpt from a longer video. Use about 10
minutes of an action-packed scene. Go over vocabulary that the students will
need in order to understand the video and to write their sentences. I recommend
including this on the worksheet.
2.
Go over the questions on the worksheet so the students know
in advance what to look for when you show the video. Use a variety of tenses in
your questions.
Examples:

What happened to the balloon?
What had already happened to the man
before he entered the cave?
What do you think will happen to the woman next?
Be sure the students understand that they must reply in the
passive. They cannot answer, “The balloon flew away,” to the first question
(above). They must answer with a response such as “The balloon was taken by the
gang of boys.” Students have a tendency to answer in the active voice for a
question in the future, so you may want to solicit some responses in the
passive or have the students brainstorm answers to the questions in groups.
3.
Show the video. Let the students take notes if they want.
4.
Arrange the students in groups of three or four to discuss the
video and try to form answers to the questions.
5.
For homework, have the students write out the answers to the
questions, using only the passive voice.
NOTE:
Worksheet 66, intended as an example, is based on approximately
10 minutes near the beginning of Raiders of the Lost Ark, from the time
Indiana Jones enters the cave until he flies off in the airplane. Pick a short
segment of a video with a lot of action, one that lends itself to writing
passive sentences.
2.
BUSY PICTURES
         Materials:            Picture
for each student (see Worksheets
67A & 67B for examples)
          Dynamic:        Individuals/Groups
                  Time:        25 minutes
Procedure:            1.   Choose a picture with a lot
of activity. Be sure that students will be able to generate some passive
sentences about the picture you have chosen. A funny or strange picture works
well. Good sources for pictures are magazine ads, certain comics, and pictures
from lower-level writing books.
2.
Have students write a specific number of sentences in the passive
based on the picture. Have an advanced class write a paragraph that contains
both passive and active sentences. Tell them not to limit themselves to what
they see in the picture. Encourage them to stretch their imagination and be
creative. The funnier and more outrageous the situations or sentences, the more
fun the activity will be. Give them some help to get started. For example:
Last weekend I was at a very elegant
restaurant where the food was being served by a sophisticated-looking waitress
when . . .
I had dinner with my girlfriend’s parents for the first
time. As the menu selections were being discussed, I leaned back to drink my
water and suddenly . . .
If you are asking for a paragraph, make sure the students
understand that it is impossible to write every sentence in the passive, so
their paragraphs will be a mixture of passive and active sentences. You may
want to tell them approximately how many passive sentences you would like them
to produce.
3.
Collect and correct the students’ sentences, then prepare an
error analysis page focusing on mistakes in the passive taken from their
writing (see Worksheet 67B). Different types of mistakes may be included, such
as
The waitress is brought the meal.
The menu are being discussed by the women.
The meal is being serving.
4.
Before handing back the students’ work, arrange the students in
small groups and have them try to correct the errors on the error analysis
page. The individual students can use these corrections to help with their own
papers when they are returned.
3.
MATCH
Materials:        Worksheet 68
Dynamic:          Pairs/Small groups
          Time:        20 minutes
Procedure:            1.   Arrange students in pairs
or groups of three or four, and give a copy of the worksheet to each group.
2.
The students are to choose two related words on the worksheet and
make a passive sentence using them. They will have to supply their own verbs
and other words.
                                                                Words
chosen:           children, Aladdin
                                                         Possible
sentence:           Aladdin is loved by children.
                                                                Words
chosen:         dog, bone
                                                         Possible
sentence:           Bones are eaten by dogs.
3.

As a follow-up the next day, you might make a worksheet of inappropriate
passive sentences. The students would correct the sentences and explain what
was wrong: the sentences are illogical, silly, do not have correct subject/verb
agreement, or do not use the passive.
4.
STORYTIME
Materials:        Worksheet 69
Dynamic:         Small groups
          Time:        30 minutes
Procedure:            1.   Arrange students in groups
of three or four. Give each group a copy of the worksheet.
2.    Direct students to read the
short summaries on the worksheet and then write four sentences based on the
readings, using the passive voice.
Sample responses,
Worksheet 69, story 1:
Lucy was fooled by her boyfriend, who was dressed as a woman.
Lucy is attracted to her disguised boyfriend.
Kevin and Mac are taken out to
public places by Lucy.
Dates were arranged for the two men dressed as women.
NOTE:
You can use summaries of soap operas (as in the handout), movies,
TV shows, stories the students are reading in their reading classes, fairy
tales, or fables, or make up your own.
    PARTICIPIAL ADJECTIVES
1.       REVIEWS
         Materials:        Worksheet
70
          Dynamic:       Pairs
                  Time:        15 minutes
Procedure:            1.   To review participial
adjectives, use the worksheet or make a similar one of your own, based on a
current TV show or movie.
2.
Have students work in pairs (one worksheet per pair) to fill
in the blanks with the appropriate form of one of the verbs listed.
3.
Go over the worksheet as a class and discuss the reasons for
the answers.
2.
PICTURES
         Materials:          A
large picture for each pair
          Dynamic:       Pairs
                  Time:        10 minutes
Procedure:            1.   Put students into pairs.
Give each pair a picture and a verb to use. A good source of pictures is
full-page ads in magazines.
2.
The partners make a sentence based on their picture, using a
participial adjective form of the verb they have been assigned.
Examples:
Use a picture of a man watching TV. Assigned verb: bore
The man is bored by the programs on TV. or The TV programs are very boring.
Be sure to assign a verb that can be logically used with
the picture. Sometimes different forms can be used, but other times only one
form is logical.
3.
Each pair shows their picture to the class and reads their
sentence.

Worksheet 66: AT THE MOVIES
Answer the questions about the movie
excerpt you just watched. Use the vocabulary words below to help you. Be sure
to answer in complete sentences, using the passive.

boulder

flatten

idol

replace

spear

stones

chase

follow

Indians

sand

spiders

surround

exchange

hole

opening

skeleton

squash

whip

1.
What was placed in the bag by Indiana Jones?
2.
What was Indiana’s helper frightened by?
3.
What had happened to the other scientist (skeleton) earlier?
4.
What happened to the idol?
5.
What almost happened to Indiana Jones when he tried to get under
thedoor?
6.
What had already happened to the helper when Indiana reached him?
7.
What happened to Indiana next?
8.
What happened to Indiana when he got outside the cave?
9.
What happened to the idol outside the cave?
10.     What
happened to Indiana when he tried to escape?
11.     What
was Indiana scared by in the plane?
12.     What
do you think will happen to Indiana next?
               Worksheet 67A:    BUSY
PICTURES
Write a paragraph describing the scene
below. Use the passive voice as appropriate.

       Worksheet 67B:    BUSY
PICTURES
The following sentences all have
problems related to the passive voice. Find the mistakes and correct them.
1.
The bald man was being read a menu.
2.
The man was poured the water.
3.
The waitress is being carried by a tray.
4.
The waiter is set by the table.
5.
The silverware have been placed on a table by a waiter.
6.
The menus is being read by two women.
7.
The order was wrote by the waiter.
8.
The rolls has already been set on the table.
9.
A drink is being drunk by a glass.
10.     An
order is being listened by the waiter.
Worksheet 68: MATCH
Choose two words from the lists on the
top or bottom of the page. Make a logical sentence using these two words and
the passive voice. You have more words than you need to make 10 sentences.
new bank The President scholarship ESL/EFL bone my
construction company mouse speech
             1.
             2.
             3.
             4.
             5.
             6.
             7.
             8.
9.     10.
              children                 foreign
students               Aladdin                   dog
              tests                     cat                                     athletes                    teachers
        Worksheet 69:    STORYTIME
1.       General Hospital
Lucy has become very involved with Madame Maya, a psychic.
Kevin,
Lucy’s boyfriend, is concerned about the relationship and
feels that Madame Maya is trying to get money from Lucy. To find out what goes
on at the meetings, which are for women only, Kevin and his friend Mac disguise
themselves as women and attend. Lucy feels strangely attracted to Norma, who is
Kevin in disguise. Finally she realizes that Norma and Eve are really Kevin and
Mac. To teach them a lesson, she decides to have them go out in public with her
and Madame Maya and tries to arrange dates for Kevin and Mac in their disguise
as women. Of course, Kevin and Mac feel very embarrassed, but they can’t admit
who they really are.
a.
b.
c.
d.
2.       General Hospital
Lois, Brenda, and Sonny are
partners in L & B Records. Because of legal problems, Sonny needs to sell
his share of the company. He decides not to sell to Lois’ husband, Ned, whom he
dislikes. Instead, Sonny sells his share to Edward, Ned’s grandfather (a
business tycoon). Edward doesn’t like the fact that Ned sings part time for L
& B. He wants Ned to work full time for Edward’s company. In order to gain
control, Edward lies to Brenda about some papers he says she must sign
immediately. Brenda tries to reach Lois, who is out of town with Ned on
business, to talk about Edward’s papers. Edward pressures Brenda who, because
she can’t find Lois, signs the papers. Later, she finds out she has signed over
her share of the business to Edward and that Edward now owns the majority share
of the company.
a.
b.
c.
d.
Worksheet 70: REVIEWS
Fill in the blanks with a participial
adjective form of one of the verbs in the list. Some of the words will be used
more than once.

confuse                        embarrass

frighten                    shock

depress                       excite

humiliate                      surround

disgust                        fascinate

interest

A
  Walk in the Clouds is an

movie starring Keanu

Reeves. The movie takes place after World War II in the wine
country of
             California.
The characters are         by beautiful
scenery.
Keanu’s character is
married to a woman he met before he went overseas. They don’t really know each
other, nor are they            in the
same things. He is a traveling salesman, and on his first
trip after returning
home he meets a          woman
on the train. Every time he runs into her, he gets into trouble. She is  to
have caused him so many problems, but he notices that she is very            ,
and
finally she tells him that she is pregnant and unmarried.
This is an
         especially                                                position
to be in because her parents are very
by this news. She is very
and doesn’t know what to do. Keanu’s character offers to
pose as her husband, who will then have a fight with her and
leave the
 woman. Her family, however, will
believe she is married
and that the husband
is a          person. They will feel sorry for
her. Before the two can carry out this somewhat        plan,
they start to really fall in love. Watch the movie to find
out the
 ending!

 PREPOSITION
COMBINATIONS
1.
CONCENTRATION
Materials:           Board and chalk or markers
Dynamic:        Groups
          Time:        20 minutes
Procedure:            1.   Draw a blank grid on the board with just the numbers
in the spaces. Prepare a concentration grid with all words filled in for your
use. Below is a possible example. Some prepositions will have to be repeated.
                                            1
interested      2  on                3  apologized         4  insist        5
for
                                           6
to                    7  afraid          8  thank you           9  instead     10
about
                                           11
for                 12   excited 13  in                       14  start        15
in
                                          16
of                 17  to                18  accustomed 19  fool           20
of
2.       Divide the class into groups of four or five. The groups
take turns calling out two numbers as they try to make a match. As they call
out the numbers, write the corresponding word in the appropriate square on the
board. If they make a match, give the group a point and cross out the two
words, but leave them on the board. If the words are not a match, erase the
words and go to the next group. When a group makes a match, it gets an extra
turn.
3.       When all matches have been made, the group with the most
points wins.
NOTE: The groups can discuss among themselves the numbers they
want to call out, but cannot write down any numbers and words. Although they
can talk together, you will accept an answer only from the student in the group
you call upon.
2. TIC TAC TOE
Materials:           Board and chalk or markers
Worksheet 71 for variation game
Dynamic:        Teams
          Time:        10 minutes
Procedure:            1.   Draw a tic tac toe grid on the board and fill in
verbs or expressions that take prepositions, as indicated on the next page.
Divide the class into two teams.

2.
The object is to fill in the
preposition that follows each verb. A player on the first team goes to the
board and fills in the word in the square of his/her choice, then sits down.
The first player from the opposing team goes to the board. He/she has the
choice of either completing another word or correcting what he/she thinks is
someone else’s incorrect completion. The first team with three correct answers
in a row, any direction, is the winner.
Variation:         Divide the class into groups of three. You can become the
third person
in a
group of two, or, if one student is left over, make one team of four. Two
students are the players in a group of three, and the third student is the
judge, who may have his/her grammar book open to the list of preposition
combinations. He/she decides if a player has filled in the correct word. (In a
group of four there are two judges.) Distribute one worksheet to each group.
After the first game, the
students change roles so the judge becomes a player. Continue until all
students have had a chance to be the judge.
3.
RELAYS
Materials:     Board and chalk or markers
Dynamic:  Teams
Time:         10 minutes
Procedure:            1.   On the board, make lists of verbs and/or expressions
that require a preposition. The two lists include the same words, but are
arranged in different order.
                                  Example:         interested               responsible
                                                                 dream                     insist
apologize
apologize believe interested crazy     worry responsible dream worry believe
insist     crazy
2.
Divide the students into two teams
and have them line up on either side of the board. One member from each team
comes to the board and adds the correct preposition to one of the words on the
board. The students then quickly pass their chalk to the next
student
in line. Succeeding players can either choose another word to add a preposition
to or correct any incorrect answer written by one of his/her teammates.
3.
The first team to finish the list
with all answers correct is the winner.
 INFINITIVES WITH TOO/ENOUGH
1.
FIND OUT ABOUT A CLASSMATE
Materials:            Worksheet 72 or similar 3”x 5” cards
Dynamic:         Whole
class
          Time:        20 minutes
Procedure:      1.                      Cut Worksheet 72 into cards and
fill in the name of a student from
the
class in each blank, or make similar cards. Distribute a card to each student,
making sure that he/she does not receive the card with his/her own name on it.
2.       Each student finds the classmate whose name is in the
question on his/her card. The students ask and receive an answer to their
questions and respond to the question being asked of them by the classmate who
has the card with their name on it. (This will most likely not be the same
person. Carlos may have the card with Rosa’s name on it, while Rosa has the
card with Young’s name on it. This means Rosa will have to answer Carlos’
question and ask Young a question.)
                                                                   Example card:           What is Keiko too short to do?
                                                Student A asks Keiko:             What are you too short to do?
                                                               Keiko’s answer:             I am too short to play basketball.
3.       If they question another student but no one has asked a
question of them, they should sit down and wait for a classmate to approach
them with a question. This will avoid too much congestion in the classroom. If
you have a large room, however, you may want the students to continue standing
until they have both asked and answered a question.
4.       When all students have finished, call on each student to
read his/her question and provide the answer in a complete sentence.
Student A’s response to instructor:
What is Keiko too short to do?
She is
too short to play basketball.
 GERUNDS AS SUBJECTS/IT + INFINITIVE
1.
MATCH GAME
Materials:   Worksheet 73 (two pages)
Dynamic:  Groups
Time:         20 minutes
Procedure:            1.   Cut Worksheet 73 into cards, or make similar cards.
Divide the class into groups of four. Distribute an even number of cards to
each group. (If you have a large class, you will want to make up more cards.)
Each group should receive at least eight. This may mean giving one or two
groups one pair more than another (some groups may receive six cards while
others receive eight) or eliminating extra cards from play.
2.       Each group makes as many matches as possible. The matches
must be grammatically correct and logical. (It is sometimes possible for a
group not to make any matches initially, although that is rare.)
3.       When a group can make no more matches, it goes to other
groups to look for a trade. Important: Students cannot just take a card from a
group; they must trade. A group does not have to trade a card just because
another group wants it. Usually, two students stay with the matches to make
trades, while the other two go to different groups to see if they can make
trades. Usually the students split up the unmatched cards: the students staying
to make trades keep some, and the students looking for matches take others.
4.       When one group has made all its matches and the students
think they are correct, the game stops. One group member (or members taking
turns) reads out the matches. The other groups vote to accept or reject each
match. A match can be rejected because it is not grammatical or not logical.
5.       If all matches are accepted, the game is over and that
team wins. If some matches were rejected, the play continues until another
group feels it has made all its matches and they are accepted.
 VERB + INFINITIVE OR
GERUND
(Difference in meaning)
1.
EXAMPLES
Materials:          Worksheets 74A and B
Dynamic:        Pairs
          Time:        30 minutes
Procedure:      1.         Give
each student a copy of both worksheets.
2.       Have the students work with a partner to match the
meanings to the sentences in Worksheet 74A. When everyone has finished, go over
the worksheet. See which pair has the most correct answers. Ask the students at
random to explain why they chose the answers they did.
3.       Have the pairs do Worksheet 74B. Call on several pairs
for each question. This way, there will be a variety of answers and, in case
one pair uses the incorrect form, several correct versions will have been
provided.
2. WHICH IS IT?
Materials:        Worksheet 75
Dynamic:      Small groups Time:     15
minutes
Procedure:            1.   Arrange students in groups of three or four and give
each group one copy of the worksheet.
2.
Read the following questions to the
class one at a time. The students should decide together in their groups which
choice on the worksheet to circle.
1.   In which case have gas prices risen too high for John?
2.   In which case is Mary thinking back about what she did
earlierthat day?
3.   In which case have I already told you something before I
beganthe sentence?
4.   In which case was the air conditioner only one of the
optionsThu tried?
5.   In which case did Kim have a responsibility to do
something?
3.
Go over the correct answers by
assigning one set of sentences to each group. Have the group act out the two
sentences so that the answer to the question is obvious to all.
 GERUND OR INFINITIVE?
1.
COCKTAIL PARTY
Materials:  Worksheet 76
Dynamic:  Groups
Time:         15 minutes

Procedure:

1.
  Arrange students in groups of 6 to
  8 and have each group stand together. Give each group a situation card from
  the worksheet.
2.
  As in a party setting (but with a
  time limit), students mingle by asking questions or making statements and
  suggestions about the situation. They must use verbs followed by infinitives
  or gerunds whenever possible.
3.
  A different situation may be given
  to the group after a few minutes of talking.
4.
  As a follow-up activity on the same
  day, students can write the questions or statements on the board that they
  remember from the party interaction.
2. WHICH ONE DO I USE?

Materials:

Three different colors of 4”x 6” cards
(red, blue, yellow, for example)

Writing paper
Dynamic:   Large groups
Time:         30 minutes
Procedure: 1.            Review charts and rules for gerunds and
infinitives as needed.
Divide
students into three groups, ideally of three or four students. (A larger class
will have larger groups.) Give each group one of the sets of cards.
2.       The red-card holders write down verbs followed by
gerunds. The blue-card holders write down verbs followed by infinitives. The
yellow-card holders write down verbs followed by a (pro)noun and infinitive.
Each group writes a sentence for each verb on its cards, then quizzes each
other orally, using the cards.
3.       Switch the colored cards from group to group. Each group
reads the cards and corrects each other’s sentences.
4.       After each group has practiced with all the cards, divide
the class into pairs. Give each pair six cards (two red, two blue, two yellow)
and have the pair write a dialog, using all six cards.
5.       Put two pairs together and have one pair read its dialog
to the other pair.
6.       Put the students into new groups of approximately four.
Have them write a story (on the writing paper) using at least five
gerunds/infinitives. Every time they use a gerund or infinitive, they write
both forms down and let the reader choose.
Example:         Once upon a time, there was a student who admitted to to
steal/stealing a book. He stole it because he couldn’t afford to
buy/buying it. The . . .
7.       Last, the groups exchange papers so that each group reads
another group’s story and circles the correct form each time there is a choice.
3. GO + GERUND
Materials:           3”x 5” cards or Worksheet 77
Dynamic:         Whole
class
          Time:        20 minutes

Procedure:

1.

Pantomime several familiar go
  + gerund activities (for example, go fishing, go surfing, etc.). Have
  students guess the activity being pantomimed.

2.

Give each student a card with a common go +
  gerund activity written on it (Worksheet 77, cut up, or your own). Whisper
  explanations or give alternative cards to students who are unsure
  of/reluctant to perform their assigned activity.

3.

One by one, students pantomime their activities for the
  class. A student volunteer writes the activity on the board as it is guessed.

Variation:

Have pairs of students make up
  short lists of related vocabulary for each go + gerund activity (tent,
  sleeping bag, grizzly bear, etc.,

for go camping).
 REVIEW
1.
LINE-UPS
Materials:  Worksheet 78
Dynamic:  Whole class
Time:         20 minutes
Procedure:            1.   Copy one page of Worksheet 78 on one color paper and
use a different color for the second page, or make your own questions on two
different colors of 3”x 5” cards. Give one card to each student. Have all the
students with the same color card come to the front of the class and form a
line; have the other students come up and stand before one of the students in
the question line.
2.       Explain that the students in the question line are going
to ask their question of the students in the answer line, using either doing
or to do in the blanks in their questions (You may want to write
these two forms on the board as a reminder.)
3.       When everyone has answered the person in front of them,
the answer line moves down one person and answers those questions, continuing
until they have answered all the questions. Then the students change positions
so that the students in the answer line are now asking the questions, using
their cards. Everyone in the question line should have the same color card.
4.       Students should be able to check each other. For example,
if a student asks, “What do you want me to do?” he/she is expecting the
answer to contain the infinitive. Circulate among the lines to settle any
disagreements and make sure the students are proceeding properly.
5.       After everyone has finished, you might ask for a sampling
of answers from each student.
2. RELAYS
Materials: Board
Dynamic:  Teams
Time:         5 minutes
Procedure:            1.   On the board, make lists of verbs and/or expressions
that are followed by either a gerund or an infinitive. The lists contain the
same words, but vary the order of the words in the lists.
                                          Examples:           permit
me                instead of
                                                                               quit                          need
go + permit me
miss     hope hope       go +
                                                                                instead of                avoid
avoid    miss
need        quit
2.
Divide the students into two teams
and have the teams line up on either side of the board. The game is a relay
race between the teams, who must identify whether the words are followed by a
gerund (G) or an infinitive (I) (alternative designations: doing for a
gerund, to do for an infinitive). At your signal, the first student from
each team rushes to the board and writes G or I after one of the
expressions on his list, then quickly passes his/her chalk or marker to the
next team member. Succeeding players can either identify another word or can
choose to correct an incorrect answer left by one of his/her teammates. The
first team to finish the list with all answers correct is the winner.
3.
BOARD GAME
Materials:        Worksheet 79
Markers for each student, a die for each group
Dynamic:        Groups
          Time:        20 minutes
Procedure:            1.   Arrange the students in groups of four. Give each
group a die and a copy of the worksheet, and give a marker to each student.
2.
When a student lands on a space with
a sentence, he/she must provide the correct form (gerund, infinitive, or base
form) of the underlined verb. The other players are judges. If the space is
blank, the student stops and waits for his/her next turn.
3.
The first player to reach the end
wins.
4.
STORYTIME
Materials:  Worksheet 80
Dynamic:   Small groups
Time:         15 minutes
Procedure:            1.   Arrange students in groups of three or four and give
each student a worksheet.
2.
Have the students read the summaries
and discuss the questions, then write answers, using either a gerund, an
infinitive, or a simple form. Make sure students write answers on only one
worksheet, working together.
3.
Go around the groups and share some
of the answers. You may want to have the groups write some of their answers on
the board for critiquing.
NOTE: You may want to use summaries of soap operas (as in the
worksheet), TV shows, movies, fairy tales, fables, or a personal story.

                               Worksheet 71:   TIC TAC TOE

be interested

accuse

be capable

be dedicated

forgive

be known

approve

be worried

be innocent

insist

be fond

object

forget

prevent

be prepared

be tired

complain

be concerned

count

be addicted

be excited

feel

dream

excuse

be proud

prohibit

be done

Worksheet 72:

FIND OUT ABOUT A CLASSMATE

What
  is                      strong
enough to carry?

What is enough to do?

old

What is enough to do?

young

What is to do?

too young

What
  is                 too old to
do?

What is enough to do?

tall

What
  is                  too short
to do?

What is enough to do?

crazy

What
  is                too shy to
do?

What is to do?

too smart

What
  is                   too tired
to do?

What is nervous to do?

too

What
  is                     hungry
enough to eat?

What
  does                    have
enough money to buy?

✄

Worksheet 73: MATCH GAME

it’s
  disappointing

not to receive
  any mail

not receiving
  any mail

is
  disappointing

it’s crazy

to wear a heavy
  coat in August

wearing a heavy
  coat in August

is crazy

it is polite

to listen to
  your teacher

listening to
  your teacher

is polite

it is
  frightening

to walk in
  downtown Los Angeles at night

walking in
  downtown Los Angeles at night

is frightening

✄

             Worksheet 73:    (CONTINUED)

it’s unusual

to wear pink
  shoes

wearing pink
  shoes

is unusual

it is dangerous

to drink and
  drive

drinking and
  driving

is dangerous

it is impolite

to
  speak your native language in English class

speaking
  your native language in English class

is impolite

it is easy

to ride a
  bicycle

riding a
  bicycle

is easy

✄

Worksheet 74A: EXAMPLES
With your partner, decide which of the meanings at the
bottom of the page best matches the meaning in each sentence.
1.
I remembered to pay my bills
this past weekend.
2.
I often forget to put money in
the parking meter.
3.
I remember watering my garden
when I lived in England.
It
took three hours because the garden was so big.
4.
How can you forget visiting
Thailand?
5.
I’ll never forget buying my
first car.
6.
I regret to tell you that Arthur Ashe has died. I know how much you admired
him.
7.
She regrets to tell us
that she can’t come to our party.
8.
I regret starting to
smoke when I was 13 years old.
9.
We regret moving to New York
City.
10.
I have tried to learn Spanish,
but I’m not a good student.
11.
He tries to exercise every
day.
12.
Andrea tried sleeping on the floor,
but her backachecontinued.
13.
If you burn yourself, try putting ice
on the burnimmediately.

a.
duty or responsibility
b.
to recall or not recall the past
c.
wishing you had not done something in
the past
d.
telling bad news
e.
experiment with new approaches or
solutions
f.
make an effort
             Worksheet 74B:   EXAMPLES
1.
What must you remember to do before
you leave home?
2.
What have you forgotten to bring to
class?
3.
What do you remember doing on your
last vacation?
4.
What can you never forget eating?
5.
What do you regret not doing in the
past?
6.
What news would you have for
your parents that might start out “I regret to tell . . .”?
7.
If you have a sunburn, what could you
try doing?
8.
What have you tried to do but were
not successful at?
Worksheet 75: WHICH IS IT?
Choose the best answer to each of your teacher’s five
questions. Then discuss your choices with your group. Your teacher will repeat
a question if there is disagreement within your group.
1.
a. John stopped to buy premium gas
last week.
b.
John stopped buying premium gas last
week.
2.
a. Mary remembered to lock the door
before she left.
b.
Mary remembered putting the
cat out before she left.
3.
a. I regret telling you the secret
about Jennifer.
b.
I regret to tell you that I wrecked
your car.
4.
a. Thu was very hot, so she tried to
turn on the air conditioner.
b.
Thu was very hot, so she tried
turning on the air conditioner.
5.
a. Kim did not forget to tell you
about the test.
b.
Kim did not forget receiving your
letter.
              Worksheet 76:   COCTAIL PARTY

Situation
  #1
Plan a birthday party, complete with entertainment and
  food, for a classmate.
Verb
  suggestions: advise, stop, consider,
  recommend, enjoy, ask, plan, prepare, remember, want,
(don’t) forget, promise

Situation #2
A
  classmate wants to be accepted at a prestigious university, but he/she is
  nervous about the oral interview. Give advice.
Verb
  suggestions: advise, avoid, finish,
  (don’t) delay, mention, practice, remember, dislike, (don’t) quit, decide,
  need, want, wait

Situation
  #3
Complain
  about the rising cost of living such as health care, car insurance, etc. Try
  to end the conversation on a positive note.
Verb
  suggestions: admit, deny, anticipate,
  dislike, can’t help, regret, tolerate, claim, afford, hesitate, pretend,
  understand, learn, want, appreciate, wish

Situation #4
Give advice on
  (a) losing weight and (b) gaining confidence to make a good impression on
  people (boss, spouse, girlfriend/boyfriend, etc.).
Verb
  suggestions: advise, avoid, keep,
  (don’t) miss, postpone, suggest, expect, hope, seem, need, struggle, learn,
  offer, want, plan

✄

Worksheet 77: GO+ GERUND

Go boating

Go bowling

Go camping

Go dancing

Go fishing

Go hiking

Go jogging

Go running

Go sailing

Go window shopping

Go shopping

Go sightseeing

Go skating

Go water-skiing

Go skiing

Go skydiving

Go swimming

Go birdwatching

Go canoeing

Go hunting

Go mountain climbing

✄

             Worksheet 78:    LINE-UPS

                     Worksheet 78:     (CONTINUED)

What did you hear a family
  member/roommate
_______________ last night?

What do you prefer __________________ in the evenings?

What have you noticed me
  __________________?

What do you think I should begin _______________?

What would you keep
_________________ even if your
  parents asked you to stop?

What do you often postpone _________________?

What do you recommend
  ______________ tonight?

What have you agreed
_____________ for a friend?

What would you like to quit
  _______________?

What do you enjoy
_______________
  on vacations?

What do you suggest
__________________
  after class?

What are you considering
______________ when you return home?

What have you been angry enough
  ______________?

What are you too young ________________?

✄

              Worksheet 79:   BOARD GAME

                     Worksheet 80:   STORYTIME
Answer the questions based on the summaries below. Use
either a gerund, an infinitive, or a simple form in your answer.
1.
One Life to Live
Maggie, who
teaches children at a school for the deaf, meets Max when she comes to Llanview
to visit her cousin, Andrew. Max, a friend of Andrew’s, is a widower with
one-year-old twins. After Maggie spends some time with the twins, she suspects
that one of them, Frankie, is partially deaf. She tells Max that he must take
Frankie for testing. Max refuses to believe that his son is deaf and tells
Maggie to stay out of his family’s business. Maggie, who grew up with a deaf
brother, pursues the matter, even setting up an appointment for Frankie without
Max’s knowledge. When Max finds out about the appointment, he is furious at
Maggie.
a.
Why did Maggie come to Llanview?
b.
Why is Max angry at Maggie?
c.
What is Maggie determined to do?
2.
General Hospital
Jason is in a
car accident when the car he is riding in (his brother, A.J., is driving) hits
a tree. Jason was not wearing a seat belt and was thrown from the car. He
experiences memory loss as a result of the accident. He can’t remember anyone
and gets particularly angry at his family and his girlfriend when they tell him
what he was like and how he used to act before the accident. Jason is from a
wealthy family and had been a premed student. Because he knows he can’t match
his family’s expectations, he leaves home, rents a room, and takes a
blue-collar job. a. What is Jason angry about?
b.
What did Jason decide to do?
c.
What can’t Jason remember?
d.
What did Jason stop doing?

   COMPARATIVES
1.
COMPARISON CARDS 1
Materials:          Worksheet 81 or 3” x 5” cards
Dynamic:        Groups
          Time:        10 minutes
Procedure:      1.                     Make as many copies of the
worksheet as you have groups. Cut the
worksheets
up into cards to make sets for each group. Arrange the class into groups of
three or four and give each group a set of cards.
2.      One student in each group draws a card and makes a
comparative sentence using the two nouns and adjective on the card.
                                          Example:          My
legs                    (short)
Your
legs
                                             Student sentence:             My legs are shorter than your legs.
The
other students in the group judge whether the sentence used the correct
comparative form and decides if it is logical/correct.
3.      The students take turns in the group choosing cards and
making sentences until they finish all the cards or time is up. The students
can keep score in their groups to see who makes the most correct sentences.
SUGGESTION: Make some of your own cards, using names of students in
the class.
2. COMPARISON CARDS 2
Materials:         Small pictures
Dynamic:        Pairs
          Time:        15 minutes
Procedure:            1.   Arrange students in pairs, and give each pair two or
more pictures to compare. (You may want to stick to one topic, such as famous
people, or have several types of pictures.)
2.
Each pair writes comparisons of the
two pictures.
                                          Example:            A
bear is shorter than a giraffe.
3.
When everyone has finished, have the
pairs show their pictures and read their sentences. You might ask the other
students whether they agree or disagree. This is interesting when students use
a subjective adjective (such as beautiful) as their point of comparison.
NOTE: If you use famous people, you can write the names of the
people under the picture for the students, or have them say simply “the man in
picture A,” etc.
3.
MATCH
Materials:  Worksheet 82
Dynamic:  Pairs
Time:         15 minutes
Procedure:            1.   Put students into pairs, and give each pair a copy
of the worksheet. Go over the words on the list and explain any with which the
students are unfamiliar.
2.
Call out an adjective or phrase from
the list below. The students choose two of the words or expressions on the
worksheet and write a comparison sentence. Continue until all the words on the
paper have been matched.
Adjectives
to use with the worksheet:
clean   expensive        noisy   slow
cold         good pet          quick   spicy
                                          dangerous              hard                        short                 tall
                                          easy to use             large
Example:         Instructor
says: “spicy” Students write:
“Mexican
food is spicier than Italian food.”
3.
Go over the sentences by having the
pairs write them on the board or read them aloud. The other students decide if
the sentences are logical and grammatical.
4.
MAGAZINE SEARCH
Materials:          Magazines or catalogs
Dynamic:         Small
groups
          Time:        15 minutes
Procedure:            1.   Put students into groups of three. Give each group
several magazines or catalogs that can be cut up. (Or, for a previous homework
assignment, ask the students to bring in magazines or catalogs.)
2.
In their magazines, the groups look
for pictures to compare, then write comparison sentences. The number of
sentences you assign will depend on how long you want to devote to this
activity.
3.
The groups take turns showing their
pictures and reading their sentences aloud.
5. IT’S BIGGER THAN A BASEBALL
Materials:       None
Dynamic:        Pairs
          Time:        25 minutes
Procedure:            1.   Use the following riddle as a model, or make up one
of your own, using comparisons.
It is bigger than a baseball.
It is as round as the moon.
It is as orange as a carrot.
It is as hard as a melon.
It is
not as sweet as fruit.
                                                          Answer:      A pumpkin.
2.
The students work in pairs and use
the structure above to make their own riddles. Circulate and answer questions.
Make sure the students’ riddles are not too ambiguous; that is, the answer
should be clear by the time students get to the end of the riddle.
3.
When they finish, do one of the
following:
a.   Tape the riddles to the wall. The students circulate and
writeanswers before discussing them as a class.
b.   The students exchange papers and discuss the answers
withtheir partners.
c.   The students read their riddles aloud for the rest of the
class toguess.
 SUPERLATIVES
1.
THE SUPERLATIVE TASTE TEST
Materials:     Worksheet 83, three kinds of mints
Dynamic:    Pairs/Small
groups
Time:         20 minutes
Procedure:            1.   Place three dishes of mints on a table, enough for
each student to have one of each flavor. Put students in groups of two or
three. Give each group a copy of the worksheet. One student from each group
will be the recorder. You may need to go over the worksheet vocabulary words
before the students begin the taste test.
2.      Each student eats one mint from each dish, noting
qualities such as color, taste, and texture. Group members discuss these
qualities with each other and decide which mint ranks best in each area. Then
the group writes two sentences about each mint, using the superlative.
Examples:            Mint #1 is the smoothest tasting. Mint #2 has the
blandest taste.
Then
the group decides which mint they liked the best overall.
3.      Circulate to make sure that everyone is on task and is
using the correct forms of the superlatives.
4.      Call on each group to share results with the class.
NOTE: Other types of food can be used. You can use three of the
same kind of food (such as three different brands of potato chips) or have
three very different food items, such as pickles, pretzels, and hard candy.
2. SURVEY
Materials:   Worksheet 84 (two pages)
Dynamic:    Pairs/Small
groups
Time:         30 minutes
Procedure:            1.   Divide the class into pairs or groups of three or
four. Give each group 11 copies of a different section of the worksheet.
2.
Have the students go over the words
on their list and decide if they would use most or -est to form
the superlative. Do NOT allow them to use dictionaries. Even if they are
unfamiliar with some of the words, they should be able to apply rules they know
for forming the superlative.
3.
Send them out to ask 10 native
speakers about which form they think is correct, either in class time or as a
homework activity. If it is done during class hours, set a time limit. If it is
not possible to interview native speakers, the students should interview people
who are fluent or use English in their jobs.
4.
The students tabulate their results
and compare them to their group’s answers. Each group then makes a short
presentation to the class and says what they think the best choice is and why.
An effective way to do this is to put the worksheet with the words for each
group on an overhead projector. The class will be able to follow the oral
reports more easily.
3. CLASSMATE QUESTIONNAIRE
Materials:        Worksheet 85
Dynamic:        Pairs
          Time:        25 minutes

Procedure:

1.
  Put students into pairs. Give each
  pair a copy of the handout.
2.
  Have students answer the questions
  in complete sentences. Some students will be able to answer without talking
  to their classmates, but others will require asking their classmates
  questions.

Variation:

To take less time, have students answer the questions
  in pairs without talking to their classmates. They can begin the sentences
  with “We think . . .” or “We guess . . .”Then have the pairs read their
  answers. (Have all pairs give their answers for question 1 before going on to
  the next question.) Determine who has written the correct answer. You may
  want to do this as a competition and assign points for every correct answer.
4. THE COMPLIMENT GAME

Materials:

3”x 5” cards with an adjective written on

one side, paper
Dynamic:      Whole class Time:       20
minutes
Procedure:            1.   Review the rules for superlatives, if necessary.
Give each student a card and a piece of paper. Tell the students to write, on
the reverse of their cards, the superlative form of the adjective on the front.
Suggested
adjectives (for a lower-level class, you will of course choose easier
adjectives):
attractive
delightful modern terrific beautiful funny nice unique
                                          bright                       happy                     pleasant             wonderful
                                          comfortable              interesting             pretty
                                         cute                          large                      small
2.    The
students are to imagine that they are rich aristocrats at a party. They are to
act very formally and give compliments to everyone they meet. They are to go up
to other “guests” and show them the word on their card. Each “guest” approached
(Student B) then compliments the “guest” who approached him or her (Student A),
using the correct superlative form of the word he or she is shown.
Example:
                                                                           Student A’s card:       beautiful
Student B’s compliment: You are wearing the most beautiful dress
in the room.
If
Student B’s compliment uses the correct form of the superlative, Student A
signs Student B’s paper. If Student B’s compliment does not use the superlative
correctly, Student A does not sign Student B’s paper. At the end of the alloted
time, the student with the most signatures (that is, the student who used the
superlative correctly the most) wins.
 REVIEW
1.
READING QUESTIONS
Materials:       Reading handout or book used in reading class
Dynamic:    Pairs/Small
groups
Time:         30 minutes
Procedure: 1.          Arrange
students in pairs or groups of three.
2.      Have each group make up 10 questions based on a short
story or novel they are using in their reading class. The questions can elicit
either the comparative or superlative form. If the students are in different
reading classes or if you do not have access to their reading material, give
them something short to read for homework. Keep it short and relatively simple,
as the focus of this activity is to use the comparative and superlative, not to
concentrate on reading comprehension. Then discuss the reading before the
students make up their questions.
3.      Have the groups exchange question papers with each other
and answer the questions they receive.
4.      The groups then return the questions papers (now with
answers) to the groups who made them up to be checked.
SUGGESTION: You may want to set a time limit for making the
questions.
2. WORD SEARCH
Materials:         Worksheet 86A or 86B
Dynamic:          Pairs/Small
groups
          Time:        10 minutes
Procedure:            1.   Put students into pairs or groups of three. Give
each group one copy of the worksheet.
2.
Students work together to find all
the comparative and superlative forms. The forms may be up, down, forward,
backward, or diagonal. You may prefer not to include the word list on the
worksheet.
3.
You may set a time limit, or tell the
students that the first group to find all the forms wins.
SUGGESTION:          A good way to go over where the hidden forms are is to
use an overhead after the game.
3. COMPARE THEM
Materials:       None
Dynamic:        Pairs
          Time:        15 minutes
Procedure:            1.   Put students into pairs. Assign each pair a
different topic of comparison.
                                          Examples:          Two
fast-food restaurants
Two famous people
Two cars
Two animals
Two grocery stores
Two brands of soda
2.    On
the board, make a list of adjectives. Students choose from the list to write 10
comparisons of their two items, using either comparative or superlative forms.
You may want
to choose from the following list of adjectives: bad funny new quiet tasty beautiful
good nice rich ugly bright handsome noisy serious wise
busy
messy old short wonderful empty neat pretty tall young
SUGGESTION: In a higher-level class, the pairs can write a paragraph
instead of individual sentences.
4. WHO’S THE WORST (BEST)?
Materials:  Worksheet 87
Dynamic:   Small groups
Time:         30 minutes
Procedure:            1.   Divide the class into groups of three or four and
give each student a copy of the worksheet (or make one of your own).
2.
After they read the story, the
students in each group rate the characters in the story from 1 to 4 as to who
has the worst character (#4 is the worst). There may be disagreement in the
group, so the students should express their reasons for their choices (“Maria
is the worst because . . .”).
3.
After the group reaches an agreement,
a member of each group comes to the board and list the four characters in
descending order, #4—worst to #1—best.
4.
Have the class compare the answers
and discuss the differences. Each group should be prepared to state why they
listed the characters in the order in which they did.

Worksheet 81:

COMPARISON CARDS

✄

my legs
your legs

(short)

the weather here
the weather in my hometown

(bad)

grammar
spelling

(difficult)

a giraffe’s neck
an elephant’s neck

(fat)

a tree
a stick

(thin)

a mouse
an elephant

(small)

winter
summer

(good)

a motorcycle
a bicycle

(expensive)

biology
(interesting)
history

comics
(funny)
novels

a skyscraper
(tall)
a gas station

my old shoes
(comfortable)
my new shoes

our grammar book
(easy)
our writing book

your hair
(long)
my hair

my eyes
(dark)
my teacher’s eyes

a chocolate bar
(fattening)
an apple

Your teacher will give you an adjective. Choose two words
in this list and write a sentence using the two words and the adjective.

airplane

cat

dog

ladder

rock

ant

chalk

fog

lake

snow

bee

charge cards

giraffe

Mexican food

stilts

bus

checks

Italian food

mud puddle

wolf

Worksheet 82:

MATCH

1.
2.
3.
4.
5.

You have been selected by the Magnificent Marketing
Company to taste-test three new mints before they go on the market. The company
wants to know which mint the public prefers, and why.
Taste each mint. Describe its qualities, such as color,
taste, and texture. Write at least two sentences about each mint in the space
provided, using superlatives. Decide with your group which mint is best.

Worksheet 83:

THE SUPERLATIVE TASTE TEST

You may want to use some of these words in your
sentences. You may use a dictionary to find their meaning and/or a thesaurus to
find other words to use.

delicious

tasty

smooth

creamy

sweet

rich

flat

bland

MINT #1
1.
2.

MINT #2
1.
2.

MINT #3
1.
2.

We
think the best mint is #          .

Worksheet 84:

SURVEY

Using the list your teacher assigns your group,
decide together if you would use most or
-est to form the superlatives of the words. Then use the other
10 copies to survey native speakers about which form they
think is correct.

✄

GROUP 1:

GROUP 2:

                                         most             -est

                                                 most             -est

      1.
  old

      1.
  wise

       2.
  famous

       2.
  clever

      3.
  busy

       3.
  pretty

         4.
  important

        4.
  beautiful

       5.
  sweet

      5.
  wet

      6.
  gross

       6.
  keen

        7.
  handsome

       7.
  difficult

       8.
  rough

       8.
  queasy

       9.
  listless

       9.
  tired

10. young

10. tough

GROUP 3:

GROUP 4:

                                         most             -est

                                                 most             -est

      1.
  slow

       1.
  thin

       2.
  gentle

       2.
  active

       3.
  friendly

       3.
  happy

       4.
  serious

        4.
  courageous

      5.
  late

       5.
  wild

      6.
  windy

       6.
  yummy

       7.
  confusing

       7.
  orderly

       8.
  funky

       8.
  fast

       9.
  helpful

       9.
  comfortable

10. plain

10. narrow

Worksheet 84:

(CONTINUED)

Using the list your teacher assigns your group,
decide together if you would use most or
-est to form the superlatives of the words. Then use the other
10 copies to survey native speakers about which form they
think is correct.

Answer the questions about your classmates in complete
sentences.
1.
Who is wearing the most jewelry
today?

2.
Who has the curliest hair?

Worksheet 85:

CLASSMATE QUESTIONNAIRE

3.
Who has the longest name?

4.
Who has the largest shoe?

5.
Who has the nicest car?

6.
Who has the most brothers and
sisters?

Find the comparative and superlative forms of the words
on the list. The forms may be listed up, down, forward, backward, or
diagonally.
F          E          E         M         W         B          F          R          F          R
A          S          S          R          O         T          U          E          E          L
R          R          L          B          R          S          R          H         W         M
T          O          E          E          R          E          T          T          E          B
H          W         A         S          S          R          H         R          R          E
E          A         S          T          A         S          E          U         O         S
S
S         T          F          B         E          S          F          M         T

Worksheet 86A:

WORD SEARCH (LOWER LEVEL)

T
E         W         O         R         S          T          R          A         F
Word list:
AS
BEST
BETTER
FARTHER
FARTHEST
FURTHER
FURTHEST
LEAST
LESS
MORE
MOST
WORSE
WORST

Worksheet 86B:

WORD SEARCH (HIGHER LEVEL)

Find the comparative and superlative forms of the words
on the list. The forms may be listed up, down, forward, backward, or
diagonally.

W

D

A

L

I

M

I

S

E

L

O

I

E

L

O

O

F

A

L

L

F

F

B

R

A

L

I

M

I

S

U

F

E

W

O

R

S

E

O

R

R

E

T

T

A

R

K

W

R

E

T

R

T

F

H

I

O

E

W

H

H

E

K

I

L

A

T

M

O

T

E

N

R

E

S

T

N

O

R

R

S

T

S

A

E

L

E

S

S

A

T

S

E

B

R

E

S

T

T

F

Word
  list:

ALIKE

LESS

WORSE

AS

LIKE

WORST

BEST

MORE

BETTER

MOST

DIFFERENT

OF ALL

FARTHER          SAME
FURTHEST        SIMILAR
LEAST               THAN
Rate the characters from 1 to 4, with 4 being the worst
person in the story.
Maria,
Sachie, Toshie, and Ana shared an apartment near the college that they
attended. Maria needed to buy a book for her history class, but she didn’t have
enough money. She had a test in three days, and she needed the book to study.
Maria knew that Sachie always kept quite a bit of money in an envelope in her
desk drawer. Maria decided to take enough money from Sachie’s desk to buy the
book. Maria told herself that she would return the money before Sachie noticed
it was missing.

Worksheet 87:

WHO’S THE WORST (BEST)?

The next day, Sachie discovered that some money was
missing from her desk. None of her roommates was home, so she looked around the
apartment. On Toshie’s bed, she found a bag from a clothing store. Inside the
bag was a new blouse with a sales receipt. The price of the blouse was only
slightly less than the amount of the missing money. Sachie assumed that Toshie
had taken her money to buy the new blouse. Sachie decided to teach Toshie a
lesson, and she poured catsup all over Toshie’s new blouse.
When
Toshie returned home, she found her ruined blouse. When she asked Sachie what
had happened, Sachie asked her about the missing money. Toshie told Sachie that
she had not taken her money, but Sachie didn’t believe her.
Ana returned
home, and Toshie told her that Sachie had ruined all her clothes by putting
catsup on them. Ana decided that Sachie was a troublemaker and that she didn’t
want her living in the apartment anymore. Ana decided to call the apartment
manager and tell him Sachie was keeping stolen goods at the apartment for her
boyfriend so that she would have to move out.

       PARALLELISM
1.      MEMORIZE
IT
         Materials:        Worksheet
88
          Dynamic:       Whole class
                  Time:        10 minutes
Procedure:            1.   Make copies of the handout.
Give half of your class Part A and the other half, Part B. Do not tell the
students that there is a difference between the sentences in the two parts.
2.
Tell the students to memorize the sentences for about 30
seconds and then turn over their papers. On the backs of their papers, or on
another piece of paper, have them write the sentences exactly as they remember
them.
3.
Students now turn their papers back to the front and check
their answers with the sentences. Did anyone get all the sentences correct?
4.
Reveal that there is a difference between the sentences in
the two parts and have a student with Part A compare papers with a student who
has part B. Ask them which one was easier to remember and why. Talk about where
the parallel structure is in each sentence in Part A.
NOTE:
Those students with Part A usually have an easier time memorizing
the sentences because of the parallel structure. Occasionally, however, you may
have a student who can memorize Part B completely. In that case, talk about how
some people have a good ability to memorize, but that it is easier for most of
us if there is some kind of structure.
   JOINING IDEAS
1. EITHER/NEITHER/TOO
Materials:          3”x 5” index cards
Dynamic:         Whole class
          Time:        15 minutes
Procedure:            1.   Write out two kinds of
cards: one set has sentences; the other set has short answers that agree or
disagree. Each sentence in Set One has only one matching answer in Set Two.
                                          Example:         Set
One                                           Set Two
                                                                            I’m
having a good time                   I am, too.
                                                                            I’m
not having fun.                          I’m not either.
The U.S. president lives in
                                                                           Washington,
D.C.                            His wife does, too.
                                                                            I
don’t have a headache.                 Neither do I.
                                                                            I
didn’t do the homework.               Neither did I.
                                                                           You’re
a good student.                    You are, too.
2.
Divide the students into two groups. Each student receives one
card. The students circulate and look for their match. They can say their
sentences to each opposite group member until they find the appropriate
matching answer.
3.
Students can then invent their own sentences and see if their
classmates can give an appropriate answer.
2.
USING CORRELATIVE CONJUNCTIONS
Materials:        Worksheet 89
Dynamic:        Pairs
          Time:        15 minutes
Procedure:            1.   Put students into pairs.
Fill the blanks in the worksheet with your students’ names. Give one copy of
the worksheet to each pair of students.
2.
Have the pairs work together to write one sentence, joining the
pairs of sentences on the paper with an appropriate correlative conjunction (both
. . . and, not only . . . but also, either . .
. or, and
neither . . . nor).
Example:
Guillermo has black hair. Jorge has black hair.
Possible combinations:
Both Guillermo and Jorge have black hair.
Not only Guillermo but also Jorge has black hair.
Variation:      Use the worksheet as a model only.
Write your own sentences containing information about students in your class.
This will make it seem less like an exercise and more fun for your students.
3.
SAME / DIFFERENT
         Materials:        Worksheet
90
          Dynamic:       Pairs
                  Time:        20 minutes
Procedure:            1.   Put students into pairs and
give each student a copy of the worksheet. The students ask each other the
questions on the worksheet. Then they write a sentence, using an appropriate
correlative conjunction to compare themselves with each student who answered
each question.
Example:
                                                                                Question:         What
month were you born in?
                                                                   Student
A’s answer:       June
Student B writes:  Both
Student A and I were born in June. or Neither Student A nor
I was born in September.
2.    Circulate to check on student
progress. When all pairs have finished, you may want to have volunteers give a
few example sentences.
4.
CONNECTING IDEAS
         Materials:        Board,
paper
          Dynamic:        Small groups
                  Time:        10 minutes
Procedure:            1.   Write a list of connecting
words on the board (for example, because, although, for, before,
so). You may want to concentrate on just one type (conjunctions,
adverbial subordinators, or transitions) or mix them.
2.
Divide the class into groups of approximately three or four. Set
a time limit (perhaps 5 minutes), and have the groups write a logical and
grammatical sentence for each word on the board. Each sentence must have a
different meaning. (This avoids such sentences as I went to bed after I
finished my homework, I went to bed before I finished my homework, I
went to bed because I finished my homework.)
3.
For each word on the board, have the groups read their sentences.
Give the groups a point if a sentence is both grammatical and logical. (If it
is not correct, have other students correct it.) If you are also looking for
correct punctuation, have a student from each group write some of the group’s
answers on the board.
NOTE:
The time limit will vary depending on the level of the class and
the number of words you list on the board. If you want, you can give the class
a topic to base their sentences on, although this can lead to similar
sentences, as noted in step 2 above.
5.
PANTOMIME
Materials:            3” x 5” cards with instructions on them
Dynamic:         Whole class
          Time:        15 minutes
Procedure:      1.        Write one situation on each card.
Suggestions:          starting
a car on a cold morning receiving a letter from a good friend eating something
you don’t like making scrambled eggs
trying to study next to a noisy person
Hand out cards, face down, to the most outgoing students,
who will be your “actors.” They should not show their cards to anyone.
2.
Be sure the class understands the meaning of “pantomime.” Then
call the first student to the front of the class to act out his/her card.
3.
Ask the class to explain what the “actor” did by using adverbials
of time and sequence and adverbial clauses of time.
Example:         “First, she
sat down at the table. Then she took her books out of her bag. As soon as she
began to study, another student sat down next to her.”
4.
Encourage students to shout out possibilities for each action. Do
not focus on guessing what the “actor” was doing, but rather on describing how
he/she did it.
6.
COMBINATIONS
         Materials:        Worksheet 91
          Dynamic:        Small groups
                  Time:        15 minutes
Procedure:            1.   Put students into groups of
three or four. Give each group one copy of the worksheet.
2.    Have students work together to
choose the best answer for each sentence. (Remember, the directions state to
find the expressions that can not be used in the sentences.) In each
case, two answers are correct and one is not. The students are looking for the
expression/word that is not possible in the sentence, considering both
appropriate meaning and appropriate punctuation.
7.
COMPLETE THE SENTENCE
         Materials:        Worksheet 92
          Dynamic:       Teams
                  Time:        15 minutes
        Procedure:      1.            Cut
up the worksheet and divide the class into two teams.
2.
The students on each team take turns drawing slips of paper that
contain a clause beginning or ending with a coordinator or subordinator.
Examples:          He
went to class although . . . Because he was all wet . . .
3.
If the student completes the sentence correctly, he/she scores a
point for his/her team.
NOTE:
You may want only the student who draws the slip to respond, or
you may allow the teammates to help. Either way, accept the answer only from
the student who drew the slip.
This activity can also be used with
intermediate students if you limit the coordinators and subordinators to those
used in their text.
8.
JUST BECAUSE
         Materials:        Worksheet
93
          Dynamic:       Pairs
                  Time:        15 minutes
Procedure:            1.   Arrange students in pairs
and give each pair a copy of the worksheet.
2.
Using the randomly listed independent clauses, the students work
together to write logical and grammatical sentences by combining two of the
clauses with because. Punctuation also counts!
3.
You can award one point for each correct sentence, or one point
for a logical combination of clauses and one point for correct punctuation.
Collect the written sentences and grade them immediately, if possible. The pair
with the most points wins. If you do not want to do this activity as a
competition, go around the room and have the pairs share some of their
sentences as a closure.
4.
As a follow-up activity, use the students’ combination and
punctuation errors for an error analysis worksheet.
Variation:      Read an independent clause from one of
the lists on the worksheet. The students, working in small groups, supply a
logical completion to your sentence, using because. The first group to
produce a good completion scores a point. Alternatively, ask all groups for a
completion and give points for all correct answers.
9. OTHERWISE. .
. OR ELSE
Materials:       None
Dynamic:         Whole class
          Time:        15 minutes
Procedure:            1.   Explain that you will write
a sentence such as I have a headache or I have to work on the
board after a student volunteer leaves the room.
2.
Send a volunteer out of the room. With the rest of the class,
brainstorm several possible logical clauses to complete the sentence, beginning
with otherwise or or else.
3.
Erase the sentence on the board and have the volunteer return.
The other students offer their responses. The student volunteer tries to
construct the sentence that had been written on the board.
Example:
Possible
responses:           Otherwise, I would be scared. Otherwise, I would worry
about my valuables.
Otherwise, someone could break in.
Sentence on the board (which the volunteer must
guess): I always lock my doors.

                     Worksheet 88:   MEMORIZE
IT
PART A
1.      Mary
liked to dance, bowl, and swim.
2.      I
admire Bob for his intelligence, honesty, and cheerfulness.
3.      By
getting a job and saving money, Marcia paid for her dance lessons.
✄
PART B
1.      Mary
liked to dance and bowl, and she is a good swimmer.
2.      I
admire Bob for his intelligence and honesty, and he has a cheerfuldisposition.
3.      By
getting a job and she was able to save her money, Marcia paid for herdance
lessons.

Worksheet 89:

USING CORRELATIVE CONJUNCTIONS

Write one sentence joining the two ideas with a
correlative conjunction (both . . . and, not only . . . but also, either .
. . or, and neither . . . nor).
1.        isn’t from Hong Kong. She isn’t
from Mexico.
2.       Someone
just bought a new car, but I can’t remember who. Maybe it was
                .
Maybe it was    .
3.        lost her passport. She lost her
driver’s license too.
4.       We
have an essay due next Tuesday. We have a grammar test nextTuesday.
5.       I
enjoy this class. I am learning lots of new things. I am meeting newpeople.
6.        doesn’t like to cook. He doesn’t
like to eat out in restaurants.
7.        likes cats. She likes cocker
spaniels.
8.       Chocolate
can make some people hyperactive. It can keep people awakeat night.
Worksheet 90: SAME/DIFFERENT
Ask your partner these questions. Then
use correlative conjunctions (both . . . and, not only . . . but also,
either . . . or, neither . . . nor) to write sentences about the two of you.
1.
What month were you born in?

2.
Do you have a boyfriend/girlfriend?

3.
Are you married?

4.

Do you drive?

5.
Are you the youngest in your family?

6.
Can you play the piano?

7.
Do you have American friends?

8.
Do you like cats?

9.
Have you ever studied in another foreign country?

10.     Can
you speak more than four languages?

Worksheet 91:

COMBINATIONS

Cross out the words or expressions
that can not be used in the sentences without a change in meaning or
punctuation.
1.
(Although / Because / Even though) Sue is a good student, she did
not receive a good grade.
2.
It was hot today. (Although / However / Nevertheless), I still
ran for fivemiles.
3.
I went swimming (despite / even though / in spite of) the cold
weather.
4.
Mary is rich, (but / however / whereas) John is poor.
5.
(However / Whereas / While) John is poor, Mary is rich.
6.
I always eat breakfast. (Nevertheless / However / Therefore), I
still gethungry.
7.
It was raining today. (But / Consequently / Therefore), we stayed
home.
8.
This university, (for example / for instance / such as), has an
excellentESL program.
9.
(Besides / Furthermore / In addition to) working at the
restaurant, Kim works on campus.
10.     I
had a terrible headache today. (Furthermore / As well as / In addition),I was
very tired.

Worksheet 92:

COMPLETE THE SENTENCE

✄

My
  friend went to class although

Since
  the dog was all wet,

I
  got a raise at work; consequently,

Not
  only does the president like to go running, but

Because
  my boyfriend thinks he is God’s gift to women,

My
  friend found a new job last week, so

I
  had fun at the beach this weekend; nevertheless,

Neither
  my sister nor her children

Both
  Indonesia and Thailand

Even
  though my brother has five children,

The
  population of the United States is increasing, for

Despite
  the fact that I didn’t go to my friend’s party last Saturday,

Worksheet 92:

(CONTINUED)

✄

Because
  Kim lost her car keys,

I
  went to class even though

Before
  I called my mother,

Since
  I had lived there for five years,

I
  was born in Mexico, yet

Every
  day there is more information about the dangers of smoking; therefore,

My
  brother got involved with bad people; as a result,

I
  don’t like the taste of carrots, nor

While
  my mother likes to stay home and watch movies on TV,

While
  I was walking down the street,

As
  long as you are happy,

He
  seemed happy; however,

                    Worksheet 93:    JUST
BECAUSE
With your partner, select two
sentences from the list and combine them using because. Be sure your
sentences are logical and grammatical.

Remember to punctuate correctly.
I’m not going to go camping.
She has six children.
I had to go to work.
Don’t eat too much for lunch.
My in-laws are coming for a visit.
It’s impossible to see out the front window.
More and more people are driving alone.

We are going to a great restaurant for dinner.
You should wash your car.
It’s been raining all day.

I spent the day cleaning the house.
She studied hard for her final exams.
She took aspirin.
Air pollution in California is increasing. The bus
was late.
My sister doesn’t work outside the house.
I was late for work.
She has a migraine headache.
She wants to get into a good university.
I ate breakfast at 7:00 A.M.

        ADVERB
1.       GUESS
WHO?
         Materials:       None
          Dynamic:        Whole
class/Groups
                  Time:        20 minutes

Procedure:

1.

Write 10 phrases on the
  board.
Examples:           borrow money        eat pizza
  have my first kiss eat too much go to a movie     go to bed go out to eat     go
  dancing go to the mall stay up late

2.

Instruct the students to
  write a sentence using each of the phrases and an adverbial subordinator. The
  sentences may use any logical tense/time. You may want to list adverbial
  subordinators on the board.
Examples:                I borrowed money after I
  lost my wallet.
I
  had my first kiss when I was 14 years old.

3.

Collect
  individual papers as they are completed. You can be noting unusual sentences
  to read aloud and have the class guess who wrote them.

Variation 1:

As
  a follow-up activity, you can use the students’ sentences to create a game to
  review adverbial subordinators at the end of the unit. Divide the sentences
  into two columns with the main clause on the left and the dependent clause
  (with the adverbial subordinator) on the right. Cut them apart and mix them
  up. Divide the class into teams and hand out the strips containing clauses to
  the teams. Have the students make as many logical sentences as possible. (It
  is not necessary to duplicate the original sentences as long as the ones they
  create as a team are logical.) The team with the most logical sentences wins.

Variation
  2:

Give
  20 cards or slips of paper to each group. Have them write 10 sentences, with
  the adverb clause on one paper and the independent clause on another. Collect
  the 20 papers from each group and give them to a different group. Tell the
  groups to match the independent and dependent clauses written by the other
  group. The first group who matches all the clauses to form logical sentences
  wins. (It is not absolutely necessary to match every sentence as it was
  written, but it may not be possible to come up with 10 logical sentences
  otherwise.)

2.       FINISH
THIS
Materials:       None
Dynamic:         Small groups
          Time:        15 minutes
Procedure:            1.   Divide the class into
groups of three or four. Each group makes a list of clauses containing an
adverbial subordinator. (The number of clauses you want your students to list
will depend on how much time you have for this activity.)
                                          Examples:            I
get scared when
Before I got to class,
I always eat pizza after
2.
To play a round, Group 1 reads one of its clauses for Group 2.
Group 2 must complete the sentence. If they do so correctly, they get a point.
3.
Group 2 then reads a sentence for Group 3 to complete. Continue
until all clauses have been completed.
   ADJECTIVE
1.       DEFINITION
COMPETITION
Materials:       Slips of
paper, a noun written on each A paper bag
Dynamic:        Teams
          Time:        15 minutes
Procedure:            1.   Use a variety of nouns that
denote things, people, places, time periods (months or holidays), and so on.
Put the slips of paper into the bag and divide the class into two teams.
2.
A student from the first team comes to the front and picks a
paper from the bag. The student then gives his/her teammates one clue about the
noun, using the phrase “I’m thinking of a thing (person/place/animal/etc.) . .
.” and an adjective clause to complete the clue. It is helpful if you write
this starting phrase on the board.
Sample clue:            I am
thinking of an animal that is orange with black stripes.
3.
After the first clue has been given, the first person on the
cluegiver’s team to raise his/her hand can guess the noun. If the answer is
correct, his/her team gets a point. If the answer is incorrect, the clue-giver
gives another clue, again using an adjective clause. This time, anyone on
either team may guess, and the team of the person who answers correctly gets
the point.
4.
Repeat steps 2 and 3 with a student from the other team.
Continue alternating between teams. The team with the most points at the end
wins.
2.
PICTURE SENTENCES
         Materials:         Large
pictures
          Dynamic:       Pairs
                  Time:        10 minutes

Procedure:

1.

Try to find full-page ads that can be seen when held up.
  Put students into pairs, and give each pair a picture.

2.

Have the pairs write a
  sentence containing an adjective clause about their picture.
Example:         The man who is next to the president is holding
  a book.

3.

The pairs hold up their pictures and read
  their sentences to the class.

4.

Last,
  the pairs write a reduction of their sentence, if possible. Example:            The
  man next to the president is holding a book.

3.
  WHO AM I?

Materials:

Slips
  of paper, each containing the name

of a different student in the class
          Dynamic:       Whole class
                  Time:        25 minutes
Procedure:            1.   Tell
the students that you are going to take on the identity of one of them. Choose
a student and then describe yourself as if you were that student. Use physical
and personality details and the structure
“I am someone who . . .” or “I am the kind of person who .
. .”
2.
Distribute the slips of paper. Each student is to take on the
identity of the name on his/her paper and write five sentences to describe
himself/herself, using the structure indicated above.
3.
Have the class get up and circulate. They must try to find
themselves in the crowd by listening to other students describe themselves in
the new identity. (You can circulate and listen for examples and errors.)
4.
The first person to find himself/herself is the winner, but have
everyone find himself/herself before you stop play if time permits.
NOTE:
This activity works best with a class that has worked together
for awhile and who are familiar with one another.
   NOUN
1.       SONG
Materials:        Worksheet 94
Tape player and music
Dynamic:        Pairs
          Time:        10 minutes
Procedure:            1.   Tell students that you are
going to play a song. They are to listen for noun clauses and count them.
Remind the students that there can be clauses where “that” has been eliminated.
Play the song once.
2.
Ask how many noun clauses were heard. Get several answers.
Play the song again, if desired, and recount.
3.
Put students in pairs and give each pair a copy of the
worksheet.
4.
Have the pairs go through the song lyrics and underline all
the noun clauses.
5.
Go through the words together and have the students identify
each noun clause as you come to it.
NOTE:
The lyrics to “Amie” (Craig Fuller, sung by Pure Prairie League)
are provided in the worksheet as an example. If you do not have the music, you
could read it to your students, but it is best to find a song with noun clauses
for which you have the music. Another good song to use is “Don’t Pass Me By”
(Richard Starkey, sung by the Beatles).
2.
COMPLETIONS
         Materials:        Worksheet
95
          Dynamic:      Pairs
                  Time:       10 minutes
        Procedure:      1.                   Put
the students in pairs. Give each pair a copy of the worksheet
containing the six sentence fragments that they should
complete with a noun clause. Encourage them to use the names of students from
the class in their completions and to be silly if they want. You may also
suggest a topic for the sentences.
SUGGESTIONS:            your classmates
elephants outer space another country the opposite sex unusual animals
2.
Go around the class and have the pairs read their sentence
completions. You may also want to see if any of the students can respond to a
completed sentence. For example, if one pair writes “I wonder why Marissa was
absent today,” you may ask if anyone knows why.
3.
RESPOND TO THE QUESTION
         Materials:           Worksheets
96, cut into strips
          Dynamic:        Whole
class/Teams
                  Time:        10 minutes

Procedure:

1.

Give each student a strip
  with a question on it. If you use the worksheet, fill in the blanks with the
  names of students from your class. The students are to respond to the
  question, using a noun clause.
Example:
                 On
  the strip:         How many people live in Miami?
Possible responses:
I
  don’t know how many people live in Miami.
I
  don’t care how many people live in Miami.
Who
  knows how many people live in Miami? etc.

2.

Have students take turns reading their
  question and their answer.

Variation:

Divide
  the class into teams and have the students draw strips alternately. If a
  student answers the question correctly (correct noun

clause form), the team gets a point. If you allow the team
to work together on the answer, accept the answer only from the student who
drew the strip.
4.
THE FACT THAT
Materials:        Worksheet 97
Dynamic:        Pairs
          Time:        15 minutes
Procedure:            1.   To review noun clauses
using the fact that, divide the class into pairs. Give each pair a copy
of the worksheet and have them work together to combine the two sentences using
“the fact that.”
2.    Have each pair write one answer
on the board. The other students will critique the answers (Do the sentences
combine the two sentences grammatically? logically?).
5.
MATCH GAME
Materials:        Worksheet 98
Dynamic:         Small groups
          Time:        20 minutes
Procedure:      1.            To
review noun clauses, put students into groups of three to five.
Cut up the worksheet and randomly distribute cards to the
groups. Because the groups need to make matches, give an even number of cards
to each group even if one or two groups receive two more cards than another
group.
2.
Each group tries to match its cards to make sentences that are
both grammatical and logical, observing the capitalization on the cards (that
is, they cannot change the capitalization).
3.
Because cards were given out randomly, some of the cards will not
form matches. After making all the matches they can within their groups, the
students try to trade with other groups. They cannot just take a card from
another group, but must trade them. If one group is unwilling to trade a
certain card, the other group cannot force them.
4.
When one group has made all its matches and feels they are
correct, the game stops. One member of the group reads out the matches to see
if the class accepts the match. (You may need to referee if the class rejects a
logical, grammatical answer. Sometimes this happens if the class does not want
the group to win [and thus the game to end].)
5.
If all matches are accepted, the group wins. If any of the
matches is rejected, the game continues until another (or the same) group feels
it has matched all cards. There can be no unmatched cards.
6.
SOLVE THE MYSTERY
         Materials:            Worksheets
99A and 99B or a 3”x 5” card
for each student and a list of
information
the students must obtain
A piece of paper for each student
          Dynamic:       Whole class
                  Time:        30 minutes
Procedure:            1.   Copy and cut Worksheet 99A,
making sure there will be one card for each of your students. The first seven
cards must be used. Use as many of the others as you have students in the
class. (You may have to duplicate the worksheet or make others yourself if you
have a large class.) If you choose not to use the worksheet, make cards with
similar information on them.
2.
Have the students number their papers 1–7, and ask them to write
the following information:
1.      the
name of a student in the class
2.      the
name of a thing that can be carried
3.      the
name of another student in the class
4.      a
money amount
5.      complete
the sentence: He/She did it because . . .
6.      the
name of another student in the class
7.      a
location in your house
3.
Collect the papers and draw seven at random. Use a different
student paper to fill in the information on the first seven cards on the
worksheet. (Take the name of a student in the class from the first paper, the
name of a thing that can be carried from the second paper, the name of another
student in the class from the third paper, and so on.)
4.
Distribute the cards randomly so that seven students have a clue
card (with the blank now filled in) and the rest of the students have the other
cards from the worksheet. Tell the students that a crime has been committed and
they must solve the crime by finding the answer to the questions on Worksheet
99B. Either give each student a copy of the questions, or write the questions
on the board or on an overhead transparency.
5.
The students circulate and ask each other the questions, making
sure to preface each question with an expression such as “Can you please tell
me . . .?” or “Do you know . . .?” with the rest of the question converted into
a noun clause.
                                          Example:              “Whose
was it?” becomes “Do you know whose it was?”
If the question is not phrased properly, the student being
asked may refuse to answer the question. Students who have the requested
information must respond to a correctly worded question truthfully. Students
who do not have the answer must use the phrase on their cards, followed by a
noun clause.
                                          Example:           I
don’t know how much it costs.
I don’t have the foggiest idea who stole it.
6.
The first student to acquire all of the requested information
wins.
7.
ORDERS  SUBJUNCTIVE
Materials:         Worksheet
100
Dynamic:        Teams
          Time:       10 minutes
Procedure:            1.   Cut up the worksheet.
Divide the class into two teams and have them line up on either side of the
room.
2.
The first student from Team 1 comes to the front desk and draws a
slip of paper with an order on it. The student then puts that order into a
subjunctive sentence. Tell students not to repeat the same verb used by their
classmates, but to use a variety: demand, tell, order, ask,
etc.
Example:
                                                                                Paper:         Teacher
to student: “Shut the door.”
Student response:           She
demanded that the student shut the door.
3.
If the student answers correctly, he/she scores a point for
his/her team. Then the other team takes a turn.
4.
Repeat until all orders have been put into the subjunctive. The
team with the most points wins.
8.
QUESTION DRAW (Subjunctive form)
         Materials:        Worksheet
101
          Dynamic:       Teams
                  Time:        10 minutes
Procedure:            1.   Cut up the worksheet.
Divide the class into two teams and have them line up on either side of the
room.
2.
The first student from Team 1 comes to the front desk, draws a
slip of paper with a question on it, and reads it to the first student on Team
2. That student answers the question, using the subjunctive in a noun clause.
Example:
Question:      What is it
necessary that a person wear to class? Answer:      It is necessary that
a person wear shoes to class.
3.
If the student answers correctly, he/she scores a point for
his/her team. Then a student from the other team takes a turn.
4.
Repeat until all questions have been chosen. The team with the
most points wins.
NOTE: Having one team
read the question to the other team ensures that everyone can hear the
question.
9.
CHANGE IT (Quoted/Reported speech)
         Materials:        Worksheet
102
          Dynamic:       Teams
                  Time:        10 minutes
Procedure:            1.   Cut up the worksheet.
Divide the class into two teams and have them line up on opposite sides of the
room.
2.
A student from Team 1 comes to the front of the class and draws a
slip of paper with a sentence or question in quoted speech. The student reads
it to the first student in Team 2, who puts the statement into reported speech.
                                                  Example:          Student
A:        “Where can I meet you?”
                                                                                Student
B:            She asked where she could meet me.
                                                                                Student
A:      “Come here!”
                                                                                Student
B:         He ordered me to go there.
3.
After all members of Team 2 have responded, reverse roles so that
the students in Team 2 ask the questions.
10.
INTERVIEW (Quoted/Reported speech)
Materials:         Worksheet
103
Dynamic:        Pairs
          Time:        30 minutes
Procedure:            1.   Review quoted speech,
making sure students understand how quoted speech is represented in English for
statements, questions, and commands. Divide the students into pairs.
2.    The partners use the worksheet
to collect samples of quoted speech from each other. Then they rewrite their
partner’s quoted speech as reported speech.
NOTE:
You can wait until you have covered all the relevant reported
speech structures in the book before you assign this task, or you can have the
students do each section as they learn it.
   REVIEW
1.       COMBINATIONS
Materials:         Worksheet
104
Dynamic:        Pairs
          Time:        15 minutes
Procedure:            1.   Have students work in
pairs. Give each pair one copy of the worksheet.
2.
The students are to combine the sentences as directed on the
worksheet.
3.
When all pairs have finished, go over the worksheet together
by asking for volunteers to read or write their sentences on the board.
NOTE:
For a high-level class, eliminate the instructions regarding what
type of clause to use.

Worksheet 94:

SONG

“Amie”
I can see why you think you
belong to me; I never tried to make you think or let you see One thing for
yourself.
But now you’re off with someone else
and I’m alone.
You see, I thought that I might keep you for my own.
REPEAT
Amie, what ’choo wanna do?
I think I could stay with you For awhile, maybe
longer, if I do.
Don’t you think the time was
right for us to find All them things we thought weren’t proper Could be right
in time.
And, can you see
Which way we should turn together or
alone.
I can’t never tell what’s right or what is wrong.
(It’d take too long to see)
REPEAT
Well, now it’s come to what you want;
you’ve had your way.
And all the things you thought before
just faded into gray.
And can you see
A-That I don’t know if it’s you or if
it’s me.
If it’s one of us, I’m sure we both will see (Oh,
won’t you look at me and tell me)
REPEAT
I just keep falling in and out of
love with you,
Falling in and out of love with
you, Don’t know what I’m gonna do,
I keep falling in and out of love with you.
“Amie,”words and music by Craig Lee
Fuller
©1971,1975 McKenzie Music &
Unichappell Music,Inc.(BMI)
All Rights  Administered by
Unichappell Music,Inc.(BMI)
All Rights Reserved Used by Permission
WARNER BROS.PUBLICATIONS U.S.,INC.,Miami,FL 33014
                        Worksheet 95:   COMPLETIONS

I’d
like to know . . .
I
wonder . . .
Can
you tell me . . .
Please
tell me . . .
Do
you know . . .
I
don’t know . . .
I’d
like to know . . .
I
wonder . . .
Can
you tell me . . .
Please
tell me . . .
Do
you know . . .
I
don’t know . . .

I’d like to know . . .
I wonder . . .
Can you tell me . . .
Please tell me . . .
Do you know . . .
I don’t know . . .

Worksheet 96:

RESPOND TO THE QUESTION

✄

How
  many people live in Miami?

How
  old is your grandmother?

How often does study?

What is        ’s telephone
  number?

Why
  was yesterday?

absent

What
  did      eat for dinner yesterday?

Where
  is the head of our program today?

Why
  is smiling?

always

Where
  is Omaha?

What
  is name?

’s
  middle

What
  is the capital of Japan?

How many brothers and sisters does          have?

What
  is        ’s favorite color?

How
  did husband?

meet her

                       Worksheet 96:     (CONTINUED)

What
  is animal?

’s favorite

When
  is the next test?

Why
  do classes start at 8:00?

How many girlfriends does  have?

How
  tall is the Empire State Building?

How
  many hours does it take to drive from San Diego to San
Francisco?

Who was that guy with  last night?

How
  many legs does a centipede have?

Who is the best cook in the class?

What
  is the average rainfall in Panama?

Who
  was the oldest U.S.
president?

How
  old is the teacher?

What
  is the best place to go on vacation?

How
  much does weigh?

✄

                      Worksheet 97:     The Fact That
Combine the two sentences in each set,
using the fact that. Be sure your resulting sentence is grammatical and
logical.
1.
A big dog lives on my street.
That scares me.
2.
The bus didn’t come.
Because of that, I was late.
3.
Yoichi didn’t study but got 100 percent.
I   wonder about
that.
4.
My mother forgot my birthday.
That made me sad.
5.
It’s cold today.
In spite of that, I’m going to the beach.
6.
Ahmed was wearing a tie today.
I   was stunned by
that.
7.
Hitoshi seemed sincere.
I   wasn’t
convinced by that.
8.
The pyramids were built without the aid of machines.
That really amazes me.
9.
My daughter graduated at the head of her class at Harvard.
That takes my breath away.
10.       My
dog chewed up my new book.
In spite of that, I still love her.

             Worksheet 98:   MATCH GAME

Where Bob eats lunch

I don’t know

I wonder

It’s a miracle

We don’t care

We need to find out

How many husbands she had

How much money I earn

The fact that no one has
  seen Brian

Everyone wants to know

It bothers me

What he has on

It’s a fact

No one knows

Let’s ask him

That she was in an
  accident

I can’t imagine

Could you tell me

is too bad

was a secret

is strange

✄

                     Worksheet 98:    (CONTINUED)

what he is really like

is a mystery

where he lives

how old she is

that you forgot my
  birthday

if she has a sister

is scary

if he knows how to
get to the ocean

that she agreed to go
on a date with you

whether or not she’s busy
  tonight

where the party will be

is none of your business

what you were like as a child

that he stole the money

how often he goes jogging

✄

Worksheet 99A: SOLVE
THE MYSTERY

 stole it.

He/She
  stole a
.

It was      .

It cost      .

He/She
  stole it because             .

He/She
  stole it from
.

Now it’s
.

I don’t have any idea . . .

I
  don’t know . . .

I haven’t the
  foggiest idea . . .

No
  one told me . . .

I
  can’t imagine . . .

I’d like to know . . .
too.

I
  wish I knew . . .

It’s none of my business . . .

No one knows . . .

I
  can’t remember . . .

It’s a mystery to me . . .

✄

                    Worksheet 99B:   SOLVE THE MYSTERY

Who
  stole something?

Who stole something?

What
  did he/she steal?

What did he/she steal?

Whose
  was it?

Whose was it?

How
  much did it cost?

How much did it cost?

Why
  did he/she steal it?

Why did he/she steal it?

Who
  did he/she steal it from?

Who did he/she steal it from?

Where
  is it now?

Where is it now?

✄

Who
  stole something?

Who stole something?

What
  did he/she steal?

What did he/she steal?

Whose
  was it?

Whose was it?

How
  much did it cost?

How much did it cost?

Why
  did he/she steal it?

Why did he/she steal it?

Who
  did he/she steal it from?

Who did he/she steal it from?

Where
  is it now?

Where is it now?

✄

Who
  stole something?

Who stole something?

What
  did he/she steal?

What did he/she steal?

Whose
  was it?

Whose was it?

How
  much did it cost?

How much did it cost?

Why
  did he/she steal it?

Why did he/she steal it?

Who
  did he/she steal it from?

Who did he/she steal it from?

Where
  is it now?

Where is it now?

✄

           Worksheet
100:    ORDERS          SUBJUNCTIVE

Mother to child: “Be careful!”

Teacher
  to student:
“Stay
  after class.”

Teacher
  to student:
“Study
  for the test.”

Mother to son: “Be home by 5:00.”

Friend
  to friend: “Drive more carefully.”

Father
  to child: “Eat your vegetables.”

Mother to daughter:
“Get your hair cut.”

Friend
  to friend: “Be here in an hour.”

Father
  to son: “Don’t spend all your money.”

Museum official to visitor: “Don’t touch that!”

Sister
  to sister: “Don’t tell anyone my secret.”

Test
  official to worker: “Don’t admit anyone after 1 P.M.”

Teacher to student:
“Take the
Institutional TOEFL.”

Mother
  to child:
“Clean
  up your mess.”

Friend
  to friend: “Buy a new car.”

Friend to friend: “Tell me the truth.”

Father
  to child: “Don’t lie to me!”

Advisor
  to student: “Apply to colleges early.”

✄

                  Worksheet 101:  QUESTION DRAW

What have your parents insisted that you do?

What
  do you suggest your brother do?

What
  is it important that students do?

What is it vital that a doctor do?

What
  do you propose that we do after class?

What
  does the teacher recommend that you do?

What have you asked that your parents do?

What
  is it necessary that a pilot have?

What
  do you advise that your friend do?

What has a doctor suggested that you take?

What
  has someone requested that you do?

What
  is it necessary that a teacher do?

What is it vital that the government do to decrease crime?

What
  do you request that your friends call you?

What
  is it essential that a person do before going to a foreign country?

What is it imperative that a driver do when he/she hears a
  fire engine coming?

What
  have you asked that your boyfriend/ girlfriend/spouse do?

What
  meal is it most important that a person eat?

✄

Worksheet 102:

CHANGE IT

✄

“Read chapter 6 for homework.”

“Pick
  up your clothes!”

“You
  should drive more carefully.”

“It will rain tomorrow.”

“I’m
  watching the news.”

“I
  was angry yesterday.”

“I’ve
  already read this book.”

“Do
  you have an extra pencil?”

“I
  have already seen that movie.”

“I have a headache.”

“Put
  that back!”

“I
  have to work tonight.”

“Are you still studying?”

“I
  am going to take a bath now.”

“Can
  I have those
French
  fries?”

“Is that your sister?”

“I
  ate dinner at
10:00.”

“I
  must go now.”

“Do you have any money?”

“I
  might go out tonight.”

“I
  may be late.”

                   Worksheet 103:   INTERVIEW
A.
Statements: Ask
your partner these questions and write his/her answers in the space provided.
Make sure you use the correct punctuation for quotes.
1.      What
is one thing you did this weekend?
2.      What
do you think about __________________? (fill in with placename)
3.      What
will you do after you finish this program?
4.      What
is one thing you would like to change about this program?
5.      Do
you think money is the most important thing in life?
6.      Have
you been to _________________ yet? (fill in with placename)
B.
Questions: Ask
your partner three yes/no questions (ex: Are you going to eat lunch
today?) and three wh-questions (ex: Where is my book?). In the
space below, write the questions that your partner asks you, making sure
to use the correct punctuation for quotes.
1.
2.
3.
4.
5.
6.

Worksheet 103:

(CONTINUED)

C.
Commands: Imagine
that you are a teacher or a parent. Tell your partner three commands that you
would give to your students or children. (ex: Write your name on your test.
Get off the table!). Write your partner’s commands below, using the correct
punctuation for quotes.

1.
2.
3.

                    Worksheet 104:   COMBINATIONS
Combine the information by changing
one of the sentences into an adjective, adverb, or noun clause as directed. Use
any additional words necessary to form your sentence.
1.
He teaches a class for students. Their native language is not
English. (adjective clause)

2.
She gave several reasons. Only a few of them were valid. (adjective
clause)

3.
I don’t know. What should I do? (noun clause)

4.
She doesn’t understand spoken English. That is obvious. (noun
clause)

5.
John’s glasses broke yesterday. He was playing basketball during
that time. (adverb clause)

6.
The Civil War has ended. A new government is being formed. (adverb
clause)

     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
105
           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 if-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 B
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,
page 309.
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
106
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 107) and a

handout (either A or
B) per student
           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 107.
2.
Student A begins and asks Student B for directions to the first
location. Student B 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
107 Part A, Student B asks for directions to the location on his/her handout
(107 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 107, 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
higherlevel 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?
c.
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
108 or 3”x 5” cards
           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
109
Dynamic:         Groups
           Time:        20 minutes
Procedure:            1.   Prepare two sets of cards
from Worksheets 109A and 109B. 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 THOUGHPICTURES
         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.
Variations:      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
110
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 110.)
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 multiskills 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
111
Dynamic:          Small groups
           Time:        15 minutes
Procedure:            1.   Distribute copies of the
comic strip Cathy (Worksheet 111) 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
112
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
113
           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
114
           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.

Worksheet 105:

SUPERSTITIONS MATCH

✄

if you sleep with a
  mirror under your pillow

you will dream of what your
future husband looks like

if you trip on a flight of stairs

you will have triplets

if your cat washes its face

company is coming

if your eyebrows grow
  together or your arms are hairy

you will be very rich

if the bottom of one of
  your feet itches

you are going to take a trip

if your nose itches

you’ll kiss a fool

                    Worksheet 105:    (CONTINUED)

if a cat licks its tail

it will rain

if your ears burn

someone is talking about you

if you find a four-leaf clover

you will have good luck

if you walk under a ladder

you will have bad luck

if you use the same pillow your dog uses

you will dream what he dreams

if you step on your shadow

you will have bad luck

if you want to do well on a test

use the same pencil you used
for studying because it
  will remember the answers

✄

Worksheet 106: JUST
THE FACTS

drive with your eyes closed

eat five pizzas at once

use sunscreen

heat water to 100°C

fly east from here

put ice cubes in the sun

have a baby

never study

read a lot

do not eat

overwater plants

pour oil on water

pass this class

take scuba diving lessons

                    Worksheet 107:    DIRECTIONS

A
I.
  Can you tell me how to get to . . . ?
The Goddard Space Flight Center
The White House
Georgetown University
II.
  If you take . . . you will get to . . .
395
495
16th
  Avenue

B
I.
  If you take . . . you will get to . . .
MacArthur Boulevard
Route 214
The
  Baltimore–Washington Parkway
II.
  Can you tell me how to get to . . . ?
The University of
  Maryland
The National Zoo
The
  Pentagon

            Worksheet
108:    LINE-UPS

If
  you lost your homework and your teacher did not believe that you had done the
  work, what would you do?

If
  you discovered, after eating dinner at a restaurant, that you had no money or
  credit cards with you, what would you do?

If you disliked your sister’s new boyfriend, what would you
  say to her?

If
  you saw your friend cheating on a test, what would you do?

If
  you had a choice between finishing your essay and going to a party, what
  would you do?

If
  you arrived at a friend’s house for dinner and realized you had the wrong
  night, what would you say?

If
  your parents told you not to see your boyfriend/girlfriend, what would you
  do?

If
  your parents asked you to return to your home country, what would you do?

If
  your friend gave you a puppy for your birthday, what would you do?

If
  a classmate asked you a personal question, what would you say?

If your friend made mistakes in grammar while speaking,
  would you correct him/her?

If
  you were invited for dinner to a friend’s house and the food was terrible,
  what would you say or do?

                    Worksheet 109A:   VALUES

You accidently break your host family’s remote control. Do
  you confess?

Your
  best friend’s boyfriend/ girlfriend asks you out. Do you accept?

You
  see your teacher’s car hit a parked car and leave. You know the owner of the
  damaged car. Do you tell him/her?

A
  new acquaintance invites you to a party, and everyone there goes
  skinny-dipping. Do you join them?

You
  know that a friend’s boyfriend is involved with another man. Do you tell her?

You
  see a friend shoplift something inexpensive. Do you talk to him/her about it?

Your
  friend is copying someone else’s homework instead of doing it
  himself/herself. Do you talk to him/her?

The
  cashier overcharges you by 15 cents. Do you complain?

You
  see your sister’s husband kissing another woman. Do you tell her?

You
  run over your neighbor’s dog. Do you confess?

The
  waiter forgets to charge you for your dessert. Do you tell him?

Your
  parents tell you to stop seeing your boyfriend/girlfriend.
Do
  you see him/her in secret?

✄

Worksheet 109B

YES

NO

YES

NO

YES

NO

YES

NO

YES

NO

YES

NO

YES

NO

                   Worksheet 110:   STORY
SAGAS
Sample Summaries:
From General Hospital:
Catherine is accused of murdering Damian even though no body
has been found. (Damian has disappeared under mysterious circumstances.) Lucy
remembers seeing Catherine parked outside her building at 11 P.M., which does not match the prosecution’s case. Lucy agrees
to testify for Catherine. When asked how she happened to look outside at 11 P.M, Lucy says that her pet duck was quacking. This
amuses the jury and the lawyers, who laugh at Lucy. Embarrassed, Lucy tries to
defend her duck, which only makes matters worse. After her testimony, Catherine
is angry at Lucy for mentioning the duck because it made Lucy look foolish and
caused the jury to disregard her testimony.
From All My Children:
Charlie and Hailey were dating, but break up over a
difference of opinion regarding her domineering father. Meanwhile, Cecily’s
newly famous movie star husband divorces her. She returns to Pine Valley and
begins to work for Charlie. An attraction begins to develop between them, which
they both deny. Charlie is surprised when Hailey announces only weeks after
their break up that she is engaged to Alex.
From One Life to Live:
Eighteen-year-old Joe falls in love with a much older woman,
Dorian.
Although she swears that she really loves Joe, everyone
warns him that Dorian is just using him and that he will be hurt. Joe’s mother
makes a deal with Dorian. Dorian’s part of the deal is to drop Joe and marry
David, who agrees to marry Dorian for money.
David impersonates Vicki and Tina’s brother to inherit a
fortune. When he falls in love with Tina, he is forced to reveal the truth to
her. She agrees to conceal the truth to help David inherit. David and Tina
marry in secret. When Tina’s ex-husband, Cord, learns about the marriage, David
must confess he is not the true heir. To save Tina from possible conspiracy
charges and to help her retain custody of her children, David tells Tina he
never loved her, and he divorces her. Having had to give up Tina, whom he really
did love, he agrees to Dorian’s plan to marry Dorian.

          Worksheet 111:   COMIC
STRIP ADVICE

                  Worksheet 112:   REVIEW MATCH
✄

if you catch a cold

you need to take some medicine and keep
    warm

if I had been tired

I would have taken a nap

if I had a dog

I would take him for a walk

if you eat a lot of ice cream

you will gain weight

if I had been as sick as you

I wouldn’t have gone to school

if you study hard

you get good grades

if I had had a dog

I wouldn’t have been
    afraid to be alone

Worksheet
112: (CONTINUED)

if I found a wallet

I would return it

If I find your wallet

I will return it to you

If I had found your wallet

I would have returned it to you

if I had eaten the whole
  box of chocolates

I would have had an upset stomach

if you had asked me

I would have helped you

If I had had enough money

I would have lent you some

if I am sick tomorrow

I will stay home

✄

                  Worksheet 112:    (CONTINUED)

if I had eaten a lot of ice cream

I would have felt sick

if I am angry

my face turns red

if your skin turns green

you have a serious problem

if you ask me

I will tell you the truth

if you need me

I will be there

if I were bitten by a dog

I would go to the hospital

If my feet hurt

I would rub them

✄

           Worksheet 113:    DEAR
ANNIE
Part A
Choose one of the situations. For the
situation you choose, write a letter to “Dear Annie” explaining your situation.
Ask her for advice about how your situation could have been prevented or how it
can be prevented in the future.
1.      You
forgot to lock your car and as a result, your books were stolen fromthe back
seat. How could you have avoided having your books stolen?
2.
You were absent from class on Monday when the teacher told the
classthere would be a test on Tuesday. How could you have avoided failing the
test?
3.      Your
dog always barks late at night. As a result, your neighbor hasthreatened to
kill the dog. What will save your dog’s life?
4.
You were out having a good time. On your way home, a policeman
gaveyou a ticket for speeding. How could you have avoided getting a speeding
ticket?
5.      Although
you know that you are not a very good cook, you prepareddinner for all of your
friends. As a result, all of your friends got sick and had to be taken to the
hospital. How could this situation have been avoided?
6.      While
you were playing, you left a little ball on the stairway. When yourmother came
down the stairs, she fell and broke her leg. How could this have been avoided?
7.      Every
time you go shopping, you go at 5:00 when the store is busiest. Asa result, you
always have to stand in a long check-out line. How can you avoid standing in a
long line the next time you go to the store?
Example:
Dear
Annie,
Help!
A terrible thing has just happened to me! Yesterday after my classes, I went to
the mall to go shopping. I forgot to lock my car, and as a result, my books
were stolen from the back seat. I have a test this Friday, but now I can’t
study because I don’t have my book. I am very upset. Could you tell me how I
could have prevented this terrible situation?
Sincerely
yours,
Going
to Fail in Buffalo
                   Worksheet 113:     DEAR
ANNIE (CONTINUED)
Part B
You write an advice column in the paper and sign yourself
“Dear Annie.” You have received a letter that describes a situation and asks
your advice on how the situation could have been prevented/avoided or how it
can be prevented/ avoided in the future. Write a response, using the
appropriate conditional constructions. If you are asked about how a situation
could have been avoided, use the untrue in the past conditional. If you are
asked about how a situation can be avoided, use the present/future conditional.
You may also use other conditional constructions in your response.
Example:
Dear
“Going to Fail,”
If
you had remembered to lock your car in the first place, your books wouldn’t
have been stolen and you wouldn’t be in this terrible situation!
Perhaps in the future you should keep your books in the trunk of your car. That
way, if you forget to lock your car again, your books won’t be stolen
and you won’t fail any more tests.
Yours
truly,
Annie
P.S.
If you tell your teacher about your situation, I’m sure he/she’ll help
you find a book to study with.

           Worksheet 114:   ALADDIN’S
LAMP
Answer the questions based on the
wishes in your group.
1.
How many were past wishes?
2.
How many were wishes for the present?
3.
How many were wishes for the future?
4.
How many wishes were about family members?
5.
How many wishes were about money?
6.
How many wishes were about the environment?
7.
How many wishes were about stopping some habit?
8.
Did any group members have the same wish?
9.
What was the most popular topic of the wishes?
10.       What
was the most popular time for the wish (past, present, future)?

Note:                  The answers to cloze exercises using songs can be found
in the section Lyrics on page 349.
Worksheet 6          HOW OFTEN?
Part 2:

1.

John seldom
  works.

True

False

2.

John usually
  plays with his sons.

True

False

3.

John’s wife
  never works.

True

False

4.

She rarely
  studies.

True

False

5.

She almost
  never works late.

True

False

Worksheet 10          DETECTIVE 1
A thief stole a computer and printer from an office on
campus Saturday at 10:00. Sandy   was  in the parking lot across from the
office, standing next to her car. She only saw him for a few minutes, but she   was
sure she
could identify him. The police officers   were  happy to have a witness, but they   weren’t
sure how much
she saw from the parking lot. Sandy   was  positive she could answer the
detective’s questions.

Questions:
1.
  Were          7.             was
2.
  were          8.             Were
3.
  Was           9.             Were
4.
  Were          10.           was
5.
  was            11.           Was
6.
  was
Worksheet 18           LINE-UPS
  (Present perfect)
1.
  What have you   eaten
  this
  morning?
2.
  What have you   forgotten
  to do?
3.
  Where have you   gone
  shopping?
4.
  How much money
  have you   lent  a friend?
5.   What habit have you   quit
  ?

7.
  Who have you   spoken
  to before
  class today?
8.
  What have you   thought
  about doing
  after class?
9.
  What have you   given
  a friend?
10.
  What have you   sent
  to your
  family recently?
11.    How often have you   been
  to the
  movies this month?

6. What have you   told
  a family
  member more than once? 12. What have you   lost
  recently?
Worksheet 18        (continued)
How often have you   seen
  your family
  since you              Who have you   told  a secret to more than once? came to this school?   What have you   done
  more than
  once today?
What have you   drunk  more than once today? How many
  people from your country have you   met How many essays have you   written
  in writing
  class? in this class?
How often have you    bought
  a soft
  drink in the last         What have you    begun
  to do since
  coming to the week?  U.S.?
What is the longest you have   slept
  since
  coming to          How much money have you   spent
  on lunch
  this this school?               past month?
What have you   broken  more than once?                                           How
  have you   felt  this week?
Who have you   known
  since you
  were a child?                             Who have you   sat
  next to in
  class more than once this week?

Worksheet 19           LINE-UPS (Past perfect)
Where   had you studied  English before you came
to this
school?
What   had you heard  about this school before you   came
here?
What   had you already done  before you   left
home this
morning?
When you   left  for class this morning,  had
the sun come up ?
What   had
you never seen  before you   went to a museum?
Where   had you been  before you   got
home
yesterday?
Worksheet 25C           FAIRY TALES
                      1.     Both.
Who (if anyone)   had you known  in this class when you   started
to study
here?
How many times   had you seen  a movie in English before you   came
to this city?
What   had
you already eaten  before you came  to class?
Who   had
already gotten up  when you   left home this morning?
What   had you never eaten  before you   went
to a Mexican
restaurant?
Before you   went  to bed last night, what had
you already done ?

2.      “The Three Little Pigs.” (I’ll
blow your house down.) 3.     “The Little Red Hen.” (Who will help me plant the
wheat?)
4.
No.
5.
Yes. “The Little
Red Hen.” (Who will help me plant the wheat? I won’t.)
6.
In “The Little Red
Hen,” the hen is asking if any of the other animals would be willing to help
her. They are not willing until she has made the bread. Then they are willing
to eat it. In “The Three Little Pigs,” the wolf states what he is going to do
and what the result of that action will be (he predicts that the pigs’ houses
will fall down).
          Worksheet 27B         (Part
II)
1.
Future
progressive.
2.
It describes an
action that is in progress for some time. It takes a long time to come around a
mountain.
3a. Yes.
3b. “Going out to meet” someone is a
short, completed action like starting or stopping. It does not continue for
some time.
4a. Simple present.
4b. Whenever a sentence expresses a
future time, the verb in the dependent (time) clause must be in the simple present
form.
          Worksheet 28A          ERROR
ANALYSIS DRAW (Low level)
He doesn’t eat lunch with us.
My cousin lives very far away.
CORRECT for adding emphasis. Or eliminate do.
What time do you go to class every day?
How many dogs do you have?
Is your sister pretty?
Sam and his father were happy to see us.
Was/Is your aunt a teacher?
I am going to the grocery store after class
today.
My brother is singing right now.
My brother is home because he usually does his
homework in the afternoon.
          Worksheet 28B          ERROR
ANALYSIS DRAW (Higher level)
We haven’t been very lucky recently.
She will have gotten married before she moves to
New York.
A pencil is made of lead and wood.
My husband and I have been married since 1985.
The news is exciting these days.
He hadn’t met many famous people in Los Angeles before
he left.
Chris is from Switzerland.
She is the laziest person I have ever met.
          Worksheet 32A          ERROR
ANALYSIS (Lower level)
1.
My brother doesn’t
like coconut. Can you believe it? I never met anyone else in my life who
felt this way. It seems very strange to me. What is there about
coconut that he doesn’t like? It seems very inoffensive to me.
Perhaps he says he doesn’t like it in order to get attention. When he refuses
to eat a coconut cookie or cake with coconut frosting, he gets a lot of
attention and people try to figure out why he dislikes it so much. Of
course, my brother always denies this, but I think that is the real
reason.
2.
When I first moved
here 10 years ago, it got cold in December and January. In fact, the
first two years, we had a freeze which killed all of my outdoor plants.
As a result, I decided not to try to grow anything else. Now, however,
it stays pretty warm all winter. In fact, just the other day I wore/was
wearing shorts and a T-shirt. The sun was shining, and I felt as if
it were summer! I couldn’t resist calling my family and friends back home to
brag about the good weather here.
3.
Last week my
brother-in-law took me to the desert about 45 minutes away, and we stayed
there a couple of days. One of the reasons why we went there was to
shoot rifles just for fun. He set up some cans and bottles for targets
and shot at them. He also let me shoot his rifle. It was the first
time I shot a gun, and I felt very scared. Even though I can see
how much he enjoys target practice, I think gun ownership should
be limited.
          Worksheet 32B          ERROR
ANALYSIS (Higher level)
1.
I first learned
about this English program from a teacher at my school back home. I was
surprised that it wasn’t my English teacher, but rather my history
teacher. He had attended this program when he was a university student.
He told me how good this school was and what an interesting city this was.
However, he warned me that he had been a student here many
years ago and that sometimes things change. I have noticed some changes,
but basically, I have found this to be a good program with friendly
teachers. I also enjoy living in this city.
2.
One of the most
important decisions in life is deciding on a job. I first came to this
country without knowing any English. Therefore, I had a hard time
finding a job. I applied everywhere, but no one called me for a job. For
that reason, I attended college and took some classes that helped
me to have a good career. Now I have almost gotten my AA degree. After I had
attended college for one year, I applied at a shoe store, and they hired
me right away. My plan is to transfer to the university; after that, I can
easily find a better job.
3.
My son has
become a “snackaholic.” There was a time when he ate three big meals a day.
Now, he only wants to snack. Popcorn, cookies,
candy, soft drinks: these are his favorite foods. He seems to want to
eat constantly, but only sweets or chips. What has happened to my good little
eater? Could it be that he is following the example of his parents? I guess
we better look at our own eating habits!
          Worksheet 37A         WHAT’S
THE QUESTION 2?
1.
What did John
watch?
2.
Where did Mary
study?
3.
Whom was she
talking to?
4.
When did the movie
begin?
5.
Why did Ali go to
the dentist?
6.
How much did your
watch cost?
7.
What did you
buy?
8.
Why did they miss
the party?
9.
When are you going
to the zoo?
10.
What did Akiko see
last night?
Worksheet 37B           WHAT’S THE QUESTION
2?
1.
What did Jeremy
play?
2.
Where did Jose
ride his bike?
3.
Who were you
writing a letter to?
4.
When does class
begin?
5.
Why did Ken stay
home last night?
6.
How many sisters
does Kenji have?
7.
How much did you
spend on gifts for your family?
8.
Why were your
parents angry?
9.
When is Mohammed
going to visit you?
10.
What did Yuko buy
at the mall?
Worksheet 38           TAG QUESTIONS

1.       weren’t you            6. 2.         don’t you           7. 3.         won’t
  you               8. 4.         didn’t you    9. 5.         aren’t you               10.

shouldn’t they don’t you can’t you
  haven’t you won’t you

Worksheet 39A           FILL-IN
  CHART (Lower level)
cities         men keys pans
tomatoes   fish radios               wishes
                               mice                                             feet
                               houses                                         boots
Worksheet 39B           FILL-IN
  CHART (Intermediate level)
kisses       men these               pans those         boots
  hats               feet mice          teeth
                               houses                                         booths
Worksheet 39C           FILL-IN
  CHART (Higher level)
boxes        thieves oxen           lice
heroes       houses pianos         teeth autos         booths
  chiefs          these

mothers brothers these
  kisses those hats zoos potatoes geese sheep cacti classes kisses bats those
  roots boots
men

lives lines
  foxes locks shells shelves boxes bans blouses geese

Worksheet 40            MOUSE
STORY

1.
  friends
2.
  NO CHANGE
3.
  roots
4.
  vegetables
5.
  NO CHANGE
6.     ants

7.
  insects
8.
  things
9.
  NO CHANGE
10.
  cookies
11.
  pastries
12.     apples

13.
  rolls
14.
  children
15.
  mice
16.
  kids
17.
  NO CHANGE
18.     luxuries

Worksheet 42A            ERROR ANALYSIS (Lower
level)
A.
Clothes can tell a
lot about a person, but we can’t judge a person by the clothes he/she wears.
In my country, a lot of people judge a person by what name brand of
clothes he/she wears. A lot of times, people talk about what
clothes their friends wear or say some people wear inappropriate
clothes to high school.
B.
Now I’m in
California where it is warm all through the year and where there are many
beautiful beaches. When you take a walk on the beach, you see people
wearing baggy clothes–at least two sizes larger than what they should be
wearing. These people are surfers. Personally, I believe that the reason
surfers wear baggy clothes is they always have wetsuits in
order to be ready for waves.
C.
We have some
important decisions to make in our lives. We can’t run away from them
and we need to choose what is best for us. The three most important
decisions for me are where to study, choice of job, and who to marry.
All of them are important, but perhaps marriage is the most important one.
We have to choose whether we will marry or not. If we don’t marry,
it means that we will not have a family–including our own children. The
decision about who we’ll marry is difficult to make also. In conclusion,
we can’t predict what will happen and how our lives will be influenced by
those decisions, but we have to decide even if it turns out
bad.
D.
There are a
lot of important things in a lifetime. The most important thing for a
young person is to get a good education. A good education helps
you to get a good job later on. You need a good job to earn enough
money to live comfortably. It is not as important to have a really high-paying
job as it is to be happy in your choice of occupation. Also, everyone needs
to settle down by having a family because it is important in order
for civilization to continue. However, being happy with oneself is truly the
most important thing in life.
Worksheet 42B            ERROR ANALYSIS
(Higher level)
A.
I have lived
in Poland most of my life, and there is a place that I remember very
well. It is a short, dark street with buildings on both sides.
The buildings are very tall–at least four floors. There is an
entrance but no exit from these streets. The windows look dirty,
but shadow and window coverings make them look dark. Most people keep
them clean and nice. I think about these places often because I
spent most of my life there with many good friends.
B.
Explorers have lived
in almost all times and in almost every country. There are many
interesting books written and lots of adventure movies made about them.
We can see that an explorer’s life is not just interesting, but it is also
dangerous. In my opinion, explorers should be strong and brave, smart and
experienced, and also have a sense of adventure.
C.
All the governments
of democratic nations make laws according to the necessity of the
social life of the country at the moment the law is enacted. After many years,
some of those laws become inadequate, and there is an
attempt by citizens to change them. This is what is happening in the
United States now regarding gun control. In my opinion, a law that controls guns
is necessary because it reduces slaughters, gun accidents, and violence
in general.
D.
Dreams–this interesting
topic has been on people’s minds for a long time. Everybody has the
ability to dream in one way or another. Some people even say that
dreaming is a sign that we are sleeping the perfect sleep. Throughout time, it has
always been a top priority to figure out the nature of dreams.
Although our knowledge of dreams is still in a primitive stage, we have
already managed to divide them into categories. The majority of
people will agree that nightmares, daydreams, and visions are the most common
types of dreams.
          Worksheet 43          ARTICLE
PASS-ALONG
1.
The yellow dog that belongs to my brother
is an old dog.
2.
Does Yasuyuki
drive a truck or a car?
3.
My sister’s
boyfriend works at a restaurant across from the school he
attends.
4.
My new watch is
made of o/ gold.
5.
When Martha heard the
terrible news, she was filled with o/ sadness.
6.
o/ Women generally
live longer than o/ men.
7.
Many people return
to o/ college after working for several years.
8.
The teacher said, “You may take a break
if you have finished the rest of the test.”
9.
I’m going to the
market on Hill Street. Can I get you anything?
10.
After Thanksgiving
weekend, you would probably agree that o/ football is the most popular
sport in North America.
11.
I hope to get a
degree in o/ computer science by the end of this year.
12.
What is more
important to you–o/ good health or o/ money?
13.
If the telephone
in the kitchen rings, will you pick it up?
14.
o/ Radio had the
biggest influence on o/ people until the invention of television.
15.
One reason Rafael
bought his house is that the backyard is a good place for his
kids to play.
16.
What is the quickest
way to get to the mall?
          Worksheet 44          ERROR
ANALYSIS DRAW
Japanese eye contact between women
and o/ men is impolite. or a woman and a
man Eyes, hands, and the entire body help express what we want to
say. When people meet for the first time, they shake hands. CORRECT.
Gestures are used by many people,
such as o/ teachers and policemen.
If a guy and a girl are sitting together on a sofa and
talking about something, and suddenly the girl is moving and tossing her hair,
this signals her interest in the guy. CORRECT.
When we are talking, we like to see o/ people’s eyes.
Body language is part of our system
of communication. CORRECT.
The gestures mentioned earlier are
also important to interpret nonverbal communication.
CORRECT.
The misinterpretation of nonverbal signals can cause
serious o/ problems between cultures.
The way a person stands or sits can
reflect his self image. CORRECT.
This example reminds me of the
memories of the past 24 years. CORRECT.
People can tell by the wrinkes on others’ faces what
they have done in the past. CORRECT.
          Worksheet 45          POSSESSIVES
1.      I have yours. 2.      Is
she yours?
3.
Do you have mine?
4.
That new car is theirs.
5.
This is yours;
it isn’t mine.
6.
This is mine.
7.
Did you bring his?
8.
Those aren’t ours.
We have ours.
9.
Did you see hers?
10.
Mine is leather; hers is straw.
11.
Yours is nice, but ours is nicer.
12.
The winning
science project is mine.
13.
I like yours better
than mine.
14.
His experience was worse than hers.
15.
May I borrow yours?
I broke mine.
16.
Those brownies are
theirs.
17.
The books on the
table are theirs.
18.
I sold mine.
19.
That cocker
spaniel is ours.
20.
Theirs are outside.
Worksheet 46            FILL
IN THE BLANKS
A GROUP OF
FRIENDS
I have a friend named John who is a student. John has
two brothers. His older brother, Tad, now lives in San Francisco. It is
a beautiful city, as you know. I met them (the two brothers) when we were
all working at the mall after school. John and Tad’s younger brother, Paul,
lives in Austin, Texas. He is a swinging, single guy with two
girlfriends. One girlfriend is a singer, and she sings every night with her
twin sister. The other girlfriend lives in an apartment with her pet
dog. It is a huge German shepherd. This dog likes to go camping with them,
so they take it with them every chance they get. It is
pretty much a “people” dog. By that, I mean it doesn’t like to be left
alone. Now that you know a little bit about John, his two
brothers, and me, read on to find out more about us.
NUISANCE
Once upon a time, there was a tomcat named Nuisance. He/It
lived with a wonderful woman named Lisa, but for some reason, he/it seemed
to like everyone but her. The harder Lisa tried to please him/it,
the more Nuisance thought of things he/it could do to annoy her.
One day Lisa’s friend brought over a beautiful hanging plant. She/they hung
it in her bedroom window. Then the two friends went out to
dinner. When they returned, they found the plant on the floor.
“What happened to it?” asked her friend, but Lisa knew and you
do too, don’t you? That Nuisance! Another time, he/it ran
away and was gone for three months. Lisa asked the people in the apartment
building to help search for him/it. They all agreed to help, but no one
found Nuisance. Just when she/they had given up hope, he/it turned
up. Nuisance spent his/its whole life doing things like this to Lisa,
but she always forgave him/it.
Worksheet 48          CROSSWORDS
across                                       down
3. them                                       1. you
6. ours                                         2. he
8.
I       4. hers
9.
theirs               5.
mine
11.
me   7. she
12.
yours               9.
they
10. it
13.
us
Worksheet 51          ERROR ANALYSIS

1.
  Correct
2.
  Incorrect (next
  to)
3.
  Incorrect (in)
4.
  Correct
5.     Incorrect (next to)

6.
  Correct
7.
  Correct
8.
  Incorrect (hamburgers)
9.
  Correct
10.     Correct

Worksheet 52A            PREPOSITION
BEE (Lower level)
1.
in
2.
next to/behind/in
front of/near/close to/in back of
3.
over/on top of
4.
at
5.
in
6.
in
7.
next to/between/in
back of/in front of/near/close to
8.
at/in
9.
near/next to/close
to/behind/in back of/in front of
10.
under/on
Worksheet 52B            PREPOSITION BEE
(Higher level)
1.
at
2.
away
3.
over
4.
near/next
to/beside
5.
on/under/near/next
to
6.
into
7.
on
8.
during
9.
off/down
10.
from
11.
with/among/around
12.
after/during
13.
from . . . to
14.
without
15.
within/in/outside
16.
on
17.
on
18.
between/next
to/beside
19.
beyond
20.
in/inside
21.
around/over
Worksheet 54             PREPOSITION BEE
(Phrasal verbs)

1.
  out
2.
  up
3.
  up . . . out
4.
  over
5.
  along with
6.
  off
7.
  out
8.
  out of
9.
  up
10.       down

11.
  back
12.
  out . . . away
13.
  around
14.
  over/through
15.
  up
16.
  up
17.
  on
18.
  up
19.
  over
20.       into

11.
from . . . to
12.
at
13.
in
14.
in
15.
above/over
16.
over
17.
on
18.
around
19.
behind/in back of
20.
out/outside
21.
to

Worksheet 66           MOVIES
1.
Sand was placed in
the bag.
2.
He was frightened
by spiders.
3.
He had already
been killed.
4.
It was replaced
with the bag of sand.
5.
He was almost
flattened/squashed.
6.
He had already
been shot with an arrow/dart.
7.
He was chased by a
boulder.
8.
He was surrounded
by Indians.
9.
It was taken away
from Indiana.
10.
He was chased and
shot at by the Indians.
11.
He was scared by a
snake.
12.
He will be flown
back to his country. (Various answers possible.)
Worksheet 67B            BUSY PICTURES
1.
A menu was being
read by the old man.
2.
The drink was
poured by the man.
3.
A tray is being
carried by the waitress
4.
The table is set
by the waiter.
5.
The silverware has
been placed on a table by a waiter.
6.
The menus are
being read by two women.
7.
The order was
written by the waiter.
8.
The rolls have
already been set on the table.
9.
A drink is being
drunk by a man.
10.
An order is being
listened to (or is being taken) by the waiter.
Worksheet 69           STORYTIME
1.
General Hospital
a.
Kevin is worried
about Lucy.
b.
Lucy is attracted
to Norma.
c.
Kevin and Mac are
taken out by Lucy.
d.
Kevin and Mac are
taught a lesson by Lucy.
2.
General Hospital
a.
Sonny’s share of
the company is sold to Edward.
b.
The control of the
company is taken away from Lois and Brenda.
c.
Brenda is lied to
about some legal papers.
d.
Brenda is
pressured to sign some papers.
Worksheet 70           REVIEWS
A Walk in the Clouds is an interesting/exciting movie
starring Keanu Reeves. The movie takes place after World War II in the wine
country of California. The characters are surrounded by the beautiful
scenery. Keanu’s character is married to a woman he met right before going
overseas. They don’t really know each other, nor are they interested in
the same things. He is a traveling salesman, and on his first trip after
returning home he meets a confusing/fascinating woman on the train.
Every time he runs into her, he gets into trouble. She is embarrassed to
have caused him so many problems, but he notices that she is very frightened/depressed,
and finally she tells him that she is pregnant and unmarried. This is an
especially humiliating position to be in at this time because her
parents are very strict and will be shocked by this news. She is very depressed
and doesn’t know what to do. Keanu’s character offers to pose as her
husband who will then have a fight with her and leave the confused/humiliated
woman. Her family, however, will believe she is married and that the
husband is a disgusting person. They will feel sorry for her. Before the
two can carry out this somewhat confusing plan, they start to really
fall in love. Watch the movie to find out the exciting ending!
          Worksheet
74A          EXAMPLES

1.             a    2.             a
  3.             b
4.
  b
5.
  b

6.
  d
7.
  d
8.
  c
9.
  c
10.
  f

11.
12.
13.

f
e e

          Worksheet 75           WHICH
IS IT?
1.
a 2.            b
3.          a 4.          b
                              5.    a
          Worksheet 80         STORYTIME
                              1.      One Life to Live
a.
Maggie came to
Llanview to visit/see her cousin.
b.
Max is angry at
Maggie for making an appointment for his son.
c.
Maggie is
determined to help Frankie.
2.
General
Hospital
a.
Jason is angry
about people telling him what he was like.
b.
Jason decided to
leave home.
c.
Jason can’t
remember being in an accident.
d.
Jason stopped
living at home.

Worksheet 91          COMBINATIONS
These words cannot be used in the sentences:

1.
  Because
2.
  Although
3.
  even though
4.
  however
5.       However

6.
  Therefore
7.
  But
8.
  such as
9.
  Furthermore
10.       As well as

Worksheet 97           THE FACT THAT
1.
The fact that a
big dog lives on my street scares me.
2.
Because of the
fact that the bus didn’t come, I was late.
3.
I wonder about the
fact that Yoichi didn’t study but scored 100 percent.
4.
The fact that my
mother forgot my birthday made me sad.
5.
In spite of the
fact that it’s cold today, I’m going to the beach.
6.
I was stunned by
the fact that Ahmed was wearing a tie today.
7.
I wasn’t convinced
by the fact that Hitoshi seemed sincere.
8.
The fact that the
pyramids were built without the aid of machines really amazes me.
9.
The fact that my
daughter graduated at the head of her class at Harvard takes my breath away.
10.
In spite of the
fact that my dog chewed up my new book, I still love her.
Worksheet 104           COMBINATIONS
1.
He teaches a class
for students whose native language is not English.
2.
She gave several
reasons, only a few of which were valid.
3.
I don’t know what
I should do. / I don’t know what to do.
4.
That she doesn’t
understand spoken English is obvious.
5.
John’s glasses
broke yesterday while he was playing basketball.
6.
Because the Civil
War has ended, a new government is being formed.
Worksheet 110          STORY SAGAS
Suggested answers:
General Hospital:
1.
If Lucy had not
seen Catherine outside her building, she wouldn’t have had to testify.
2.
If Lucy had not
mentioned her duck, the jury would not have made fun of her.
3.
If Catherine had
not been accused of Damian’s murder, Lucy would not have talked about her duck.
4.
If Lucy had not
told Catherine about her testimony, Catherine would not have gotten angry.
All My Children:
1.
If Hailey’s father
had not interfered, Charlie and Hailey would still be together.
2.
If Cecily had not
gotten divorced, she might not have returned to Pine Valley.
3.
If Charlie and
Hailey had not broken up, Charlie would not have become involved with Cecily.
4.
If Charlie and
Hailey had not broken up, she would not have become engaged to Alex.
One Life to Live:
1.
Joe might not have
gotten involved with Dorian if everyone had left him alone.
2.
If Dorian had
really loved Joe, she would not have dropped him.
3.
Dorian would not
have married David if Joe’s mother had not forced her to.
4.
David would not
have married Dorian if she were poor.
1.
David would not
have admitted his impersonation if he had not fallen in love with Tina.
2.
David and Tina
would not have married in secret if David were not impersonating her brother.
3.
David would not
have agreed to marry Dorian if he had not given up Tina.
4.
If Tina had not
had children, David would not have given her up.

Some of these days
         You ’ll
miss     me
baby
Some of these days
        You be     so lonely
         You ’ll
miss      my
kissing
         You ’ll
miss      my
hugging
You ’ll
miss        me
baby     When I’m far away
Well, I feel so lonely
For you only Ah, but honey,
You had your way.
When you leave,
I know it ’s gonna grieve me  You ’re
gonna miss me
baby    When I’m gone.
          Worksheet 26       SONG
(Time Clauses)
“When Johnney Comes
Marching
Home”
When Johnny  comes marching home again, Hurrah!  Hurrah!
We’ll give him a hearty welcome then, Hurrah!
Hurrah!
The men  will
cheer , the
boys  will shout , the ladies they’ll
all turn out
And we’ll all feel gay when Johnny  comes
marching
home.
Lyrics
Worksheet 27A        SONG  (Future Progressive
&Time Clauses)
“She’ll Be Comin’ Round the Mountain”
She’ll be coming round the mountain when she comes

She’ll be coming round the mountain when she comes

She’ll be coming round the mountain,
She’ll be coming round the mountain,
She’ll be coming round the mountain when she  comes
.

She’ll
  be driving

six white horses when she  comes  .

She’ll
  be driving

six white horses when she  comes  .

She’ll
  be driving

six white horses,

She’ll
  be driving

six white horses,

She’ll
  be driving

six white horses when she  comes  .

Oh, we’ll
all go   out
to meet her when she  comes  . Oh, we’ll
all go   out
to meet her when she  comes  .
Oh, we’ll all go   out to meet her,
Oh, we’ll all go   out to meet her,
Oh, we’ll all go   out to meet her when she  comes
.

Worksheet 47A         Songs
“He Stopped Loving Her Today”
He said, “I’ll love you ‘till I die.”
She told him, “ You’ll
forget in time.” As the years went slowly by, She still preyed upon his
mind.
He kept her picture on his wall
And went half crazy now and then;
But he still loved her through it all,
Hoping she’d come back again.
Kept some letters by his bed,
Dated nineteen-sixty-two;
He had underlined in red Every single “I love you.”
I went to see him just today.
Oh but I didn’t see no tears.
All dressed up to go ’way.
First time I’d seen him smile in years.
REFRAIN
Lyrics
He stopped loving her today.
They placed a wreath upon his door.
And soon they’ll carry him away, He stopped loving her today.
You know, she came to see him one
last time,
Oh, and we all wondered if she would.
And it kept running through my mind This time, he’s over her
for good.
REFRAIN

          Worksheet 47B      SONGS
“The Erie Canal”
I’ve got a mule, her name is
Sal, Fifteen miles on the Erie Canal. She’s a good ol’ worker and a good
ol’ pal, Fifteen miles on the Erie Canal.
We’ve hauled some barges in our day, Filled with lumber,
coal and hay. And we know every inch of the way From Albany to Buffalo.
REFRAIN
Low bridge, everybody down!
Low bridge, for we’re coming to a town!
And you’ll always know your neighbor,
You’ll always know your pal,
If you’ve ever navigated on the Erie Canal.
We better get along on our way, ol’ gal, Fifteen miles on
the Erie Canal.
‘Cause you bet your life
I’d never part with Sal,
Fifteen miles on the Erie Canal.
Get up there, mule, here comes a lock
We’ll make Rome about six o’clock, One more trip and
back we’ll go, Right back home to Buffalo.
REFRAIN
            Worksheet 47B (Continued)       SONGS
“Red River Valley”
From this valley they say you are going,
We will miss your bright eyes and sweet smile,
For they say you are
taking the sunshine, That brightens our pathway awhile.
REFRAIN
Come and sit by my side if you love me,
Do not hasten to bid me adieu,
But remember the Red River Valley And
the girl that has loved you so true.
Won’t you think of the valley you’re
leaving?
Oh, how lonely, how sad it will be,
Oh think of the fond heart you’re
breaking, And the grief you are causing me.
REFRAIN
Lyrics
From this valley they say you
are going, When you go, may your darling go, too?
Would you leave her behind
unprotected? When she loves no other but you?
REFRAIN
I have promised you, darling, that never
Will a word from my lips cause
you pain; And my life, it will be yours forever If you
only will love me again.
Worksheet 94        SONG
“Amie”
I can see why you think you belong
to me; I never tried to make you think or let you see One thing for
yourself.
But now you’re off with someone else and I’m alone.
You see, I thought that I might keep you for my own.
REPEAT
Amie, what ‘choo wanna do?
I think I could stay with you For
awhile, maybe longer, if I do.
Don’t you think the time was right
for us to find All them things we thought weren’t proper Could be
right in time.
And, can you see
Which way we should turn together or
alone.
I can’t never tell what’s right or
what is wrong. (It’d take too long to see)
REPEAT
Well, now it’s come to what you want; you’ve
had your way.
And all the things you thought before just
faded into gray.
And can you see
A-That I don’t know if it’s you or if
it’s me.
If it’s one of us, I’m sure we both will see
(Oh, won’t you look at me and tell me)
REPEAT
I just keep falling in and out of love with you,
Falling in and out of love with you,
Don’t know what I’m gonna do,
I keep falling in and out of love with you.
Lyrics
Index 1: Grammar

A
Adjective Clauses 284–285 reduction 285
Adjective 131, 178–184 be + adjective 181–182, 184
order 183
possessive 147, 149–150
Adverb Clauses 283–284
Adverbs of Frequency 8–9
Agreement 95, 132
Always 9, 15 Articles 135–136
As if 317 As though 317
B
Be 10
C
Comparatives 251–253, 256–258
Complaints with Always 15
Conditional 309–321
true in present 309–311, 320 untrue in past 318–321
untrue in present 312–317,
319–321
Coordinators 270–271, 292
Correlative Conjunctions 270–271 Count Nouns 132–134
D
Direct Speech 291–292
E
Either 270
Enough 229
F
Frequency Adverbs 8–9
Future perfect 73, 89–90
predictions 64–67, 71–72, 90 prior plans 69–72, 90 progressive 73, 90
time clauses 72–73 willingness 68, 71–72, 90
G
Gerunds 230–236 go + gerund 233
as subject 230 verbs which take gerund or
infinitive 231–232
H
Have 10
I
Indirect Speech 291–292
Infinitives 230–236 too/enough 229 verbs which
take either 231–232 with it 230
Irregular Noun Plurals 128–131 Irregular Verb Forms
30–35
M
Modal Auxiliaries 197–202 be able to 202 be supposed to 201–202
be used to 201 can 198–199, 201, 202 could 201–202
had better 201
have got to 201
may 201
might 201–202, 316 must 201–202
negatives 199, 201–202 ought to 201 past progressive form 200, 202
should 201–202
should have 202 will 201–202
would 203, 316
would rather 201
N
Need 10 Neither 270
Nonprogressive Verbs 11
Noun Clauses 286, 291
Nouns 131 count 132–134 noncount
132–134
O
Object Pronouns 147, 149–150
P
Parallelism 269
Participial Adjectives 219
Passive Voice 216–218
Past Perfect 40–42, 89–90, 95
Past Progressive 28, 36–37, 90
Past Time
past perfect 40–43, 89–90 past
progressive 28, 36–37, 90 present perfect 38–39, 41,
89–90, 95 simple past 26–30, 42, 90,
95
Phrasal Verbs 163–169 with up 167,
169
Plural Nouns 128, 131
Possessive Adjectives 147, 149–150 Possessive Pronouns 147,
149–150 Predictions 64–67, 71–72
Preposition/Verb Combinations
227–228
Prepositions place 160–162 time 162
Present Perfect 38–39, 41, 89–90, 95
Present Progressive 12–14, 90–95
Present Time present progressive 12–14, 90–95 in time
clauses 72, 90 simple present 2–10, 14, 90, 95
Prior Plans 69–72, 90
Pronouns 147–150 object 147, 149–150
possessive 147–150 subject 147–150
Q
Quantity, Expressions of 134
Question Word Order 112
Questions tag 116 wh- 4, 109–115 yes/no 3–6, 105–108,
112–115 Quoted Speech 291–292
R
Reported Speech 291–292
Review of Verbs 41–42, 89–95
S
Short Answers 3–4, 29
Signal Words 8–9, 39
Simple Past 26–30, 42, 90
Simple Present 2–10, 14, 90
Singular/Plural 128–130
Subject Pronouns 147–150
Subjunctive 290–291
Subordinators 272–274, 292 Superlatives 254–258
T
Tag Questions 116
Time Clauses 72–73, 90 Too 229,
270
V
Verbs Nonprogressive 11
W
Want 10
Wh-questions 4, 109–115
Willingness 68, 71–72, 90–94 Wishes 321
Y
Yes/No Questions 3–6, 105–108,
112–115
Index 1

Ball Toss 9, 11, 30, 131
Bingo 5, 35, 106, 179
Board Games 91, 109, 201, 202, 235
C
Cards 3, 10, 12, 34, 38, 93, 105, 112, 114, 134,
166, 167, 181, 182, 197, 200, 229, 230, 232–234, 251,
255, 270, 272, 290, 309, 310, 312, 315, 316
Chain Stories 218, 270, 273, 287
Comics 320
Completions 218, 270, 273, 287
Concentration 32, 130, 147, 163, 227
Creating Sentences/Questions 3, 4, 15, 26, 27, 29, 39,
64, 93, 105, 112, 114, 134, 182, 256, 271, 284, 317,
319
Crosswords 150
D
Descriptions 14, 29, 36, 180–183, 255, 257
Dice Games 65, 94 Directions 311
E
Error Analysis Draw 90, 135
Error Analysis Group Work 95, 132, 162
Exercises 9, 114, 116, 150, 231, 273, 288, 292
F
Fables 72, 129
Fairy Tales 72
Fill-in-the-blanks 26, 128, 135, 149, 219
Finding Information 2, 3, 38, 106,
199, 229 Food 64, 254
G
Game Show Games 109
Guessing Games 6, 7, 13, 107, 108, 183, 198, 274,
283–285, 313, 316
I
Interviews 9, 67, 71, 292
L
Line-Ups 34, 38, 40, 197, 234, 315
M
Magazines 10, 131, 160, 178, 253, 317
Matches 218, 230, 252, 270, 288, 320
Memory 8, 27, 269, 312
Index 2
Mixed-Up Answers 92, 148
Mystery 26, 289
N
Newspaper Ads 115
O
One Student Out 6, 7, 107, 198, 274, 313
P
Pantomime 12, 42, 180, 233, 272
Pictures 10, 12, 36, 66, 131, 162, 217, 219, 285, 317
Preposition Bee 162, 165
Q
Questionnaire 41, 111, 255
R
Relays 11, 31, 128, 228, 234
Reporting 39, 110, 184, 311
Riddles 202, 253
Role Play 4, 67, 68, 200, 232
S
Scavenger Hunts 10, 132, 133, 135, 160, 178
Schedules 69–70
Songs 37, 66, 72–73, 89, 149, 286, 314
Spelling Bee 35
Stories 29–30, 168, 184, 218, 236, 258, 318
Superstitions 309–310
Survey 169, 254
T
Tic Tac Toe 33, 129, 164, 227
Time Lines 73, 89, 93
V
Videos/Movies 37, 216
W
Word Search 257

intro:
грамматика должна быть, как это сказано выше, веселой и увлекательной.
Сложно представить себе монотонный процесс, который убивает интерес к изучению предмета, но именно так нас всех и учили.
пособие предлагает конкретные разработки для уроков английского языка.
С этим ресурсом у вас есть отличная возможность разнообразить Ваши уроки.
КОнечно, на уроках также нужна концентрация и качественный разбор материала.

title: Занимательные задания по грамматике английского языка