Conditionals and Wishes

1. BEAT THE CLOCK

Materials: 3" x 5" cards (see sample)

Dynamic: Teams

Time: 30 minutes

Procedure: 1. Put a sentence using a phrasal verb on one side of as many index cards as you need. Review and discuss phrasal verbs. Have the students create sentences or dialogues and practice orally.

2. Divide the class into two teams, A and B. Arrange the teams so that Team A's desks are directly across from (and touching) Team B's desks. If using tables, have Team A sit on one side and Team В on the other side.

3. Show the students the front of a card. The first student {A or B) who answers with a phrasal verb that correctly replaces the verb on the card gets a point for his/her team. If that student can then use the phrasal verb in a sentence with the correct tense, his/her team gets an extra point.

Example:

Card: I raised my children in Ohio.

Student response: bring up

I brought my children up in Ohio.

Sample cards:

FRONT BACKI 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

2. "UP" VERBS

Materials: 3" x 5" cards

Time: Pairs/Small groups

Time: 20 minutes

Procedure: Write one verb on each card. Choose some verbs that can also be phrasal verbs with up.

Examples: ask (can't be used with up)

check (can be used with up)

cross (can't be used with up)

get (can be used with up)

2. Divide the class into pairs or groups of three or four. Give each group a stack of verb cards.

3. Tell the students to divide the cards into two piles: verbs with up/verbs without up.

4. When all the up verbs are found, have the students take turns explaining the meaning of each phrasal verb to the other students in the group.

Variation: Make three identical sets of vocabulary cards. Divide the class into three teams. Tell the students to find the up verbs. The team that finds the most up verbs wins. Each correct up verb is worth one point. For each incorrect up verb, subtract one point from the total score. Use the same procedure for any phrasal verb pattern (for example, out, away, through, etc.).

3. PHRASAL CHALLENGE

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.

4. 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.

5. 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?

Conclusion

The present qualification work consists of four parts: introduction, the main part, conclusion and bibliography. Within the introduction part, which includes two items I gave the brief description of our qualification work (the first item), where I described its actuality, practical significance, and fields of amplification, and described the role of games on language lessons. The main part of my qualification work includes several items. There I discussed such problems as adequacy in using games and their advantages. In the second chapter (practice part) of main part described different types of grammar games, and included worksheets, which are needed for playing these games. In the conclusion to my qualification work I tried to draw some results from the scientific investigations made within the main part of my qualification work. In bibliography part I mentioned more than 20 sources of which were used while compiling the present work. It includes linguistic books and articles dealing with the theme, a number of used dictionaries and encyclopedias[2] and also some internet sources.

In the present qualification work we attempted to investigate the problem of game using at English language lessons, one of the main problems in theory of English grammar teaching. We chose the theme of our qualification work because we interested in it. We used different kind of references to investigate the role of games in teaching English.

Recently, using games has become a popular technique exercised by many educators in the classrooms and recommended by methodologists. Many sources, including the ones quoted in this work, list the advantages of the use of games in foreign language classrooms. Yet, nowhere have I found any empirical evidence for their usefulness in vocabulary presentation and consolidation.

Though the main objectives of the games were to acquaint students with new words or phrases and help them consolidate lexical items, they also helped develop the students' communicative competence.

From the observations, I noticed that those groups of students who practiced grammar activity with games felt more motivated and interested in what they were doing. However, the time they spent working on the words was usually slightly longer than when other techniques were used with different groups. This may suggest that more time devoted to activities leads to better results. The marks students received suggested that the fun and relaxed atmosphere accompanying the activities facilitated students' learning. But this is not the only possible explanation of such an outcome. The use of games during the lessons might have motivated students to work more on the vocabulary items on their own, so the game might have only been a good stimulus for extra work.

Although, it cannot be said that games are always better and easier to cope with for everyone, an overwhelming majority of pupils find games relaxing and motivating. Games should be an integral part of a lesson, providing the possibility of intensive practice while at the same time immensely enjoyable for both students and teachers. My research has produced some evidence which shows that games are useful and more successful than other methods of vocabulary presentation and revision. Having such evidence at hand, I wish to recommend the wide use of games with vocabulary work as a successful way of acquiring language competence.

The present material can be used at the lessons of grammar, practical course of English language, lexicology, and speech practice in both: universities and English classes at schools. This paper can help to create the teaching aids, textbooks, etc. Teachers and students might use the results of the present work for the further investigations.

Literature

1. Abbott G., D. McKeating, J. Greenwood, and P. Wingard. 1981. The teaching of English as an international language. A practical guide. London.

2. Azar B. Sh. Fun with grammar. New York. 2000

3. Ersoz Aydan. The Internet TESL Journal, Vol. VI, No. 6, June 2000.

4. Hubbard, P., H. Jones, B. Thornton, and R. Wheeler. 1983. A training course for TEFL. Oxford: Oxford University Press.

5. Kun Noemi. 2008. Games in Teaching English as a Foreign language

6. Horwitz E.K., Horwitz, M.B., and Cope, J.A. 1986. Foreign language classroom anxiety. The Modern Language Journal 70 (2)

7. Lee Su Kim. Creative Games for the Language. Class Forum Vol. 33 No 1, January - March 1995

8. Lee, W. R. 1979. Language teaching games and contests. Oxford: Oxford University Press.

9. Nguyen Thi Thanh Huyen, Khuat Thi Thu Nga. Learning Vocabulary Through Games. 'Asian EFL Journal' - December 2003

10. Rinvolucri Mario. Grammar Games: cognitive, affective and drama activities for EFL students. Cambridge, 1989.

11. Rinvolucri Mario and Paul Davis.1992. More grammar games. Cambridge University Press.

12. Rixon, S. 1981. How to use games in language teaching. London: Macmillan Publishers Ltd.

13. Wright A. Games for Language Learning. Cambridge University Press, 1984.

14. Wilga M. Rivers, Mary S. Temperley. A practical guide to the teaching of English as a second language. - Cambridge, 1978.

15. Yin Yong Mei and Jang Yu-jing. 'Using Games in an EFL Class for Children' Daejin University ELT Research Paper. Fall, 2000.

16. World Book Encyclopedia Chicago 1993 Vol. 6 p. 56

17. Internet: http://search.atomz.com/

18. Internet: http://e.usia.gov/forum/vols/vol36/no1/p20.htm-games

19. Internet: http://iteslj.org/Techniques/Chen-Games.html

20. Internet: http://e.usia.gov/forum/vols/vol34/no2/p22.htm-note-taking

1. [1] The full list of works and authors is mentioned in bibliography to this qualification paper

2. [2] Abbott, G., D. McKeating, J. Greenwood, and P. Wingard. 1981. The teaching of English as an international language. A practical guide. London: Collins.

3. [3] Lee Su Kim. Creative Games for the Language. Class Forum Vol. 33 No 1, January - March 1995, Page 35.

4. [4] Lee, W. R. 1979. Language teaching games and contests. Oxford: Oxford University Press.

Date: 2016-01-14; view: 2126