Grammar Games - MACMILLAN GEORGIA 2013.ppt

Making Grammar More Enjoyable Nina Lauder http://ninaspain.blogspot.comGeorgia 2013

Outline for Todays SessionWarm up Why play games?What to do before we playGames and practical activities Wrap up

Warm up : Look and write in the correct tensedo buy enjoy take drive to be born

I in Vancouver, Canada.

I have always ..driving, so eight years ago I ..a van to . around Europe.

I enjoy .sports and Ive been .. rollerblading classes for a while.

Warm Up: 2 True, 1 FalseI WAS BORN in Vancouver, Canada.

I have always ENJOYED driving, so eight years ago I BOUGHT a van to DRIVE around Europe.

I enjoy DOING sports and Ive been TAKING rollerblading classes for a while.

Nowtell the person next to you.

Something you enjoy doing OR Something you are learning to do

In the beginning my English teacher created nouns and verbs.

And the verbs were without form and voice; and darkness was upon the face of the deep--my teacher.

And she said, "Let there be grammar;" and there was grammar.

And Teacher saw the verbs and laughed and said that it was good; and she divided the bright students from those who remained in darkness. Gramesishttp://www.joke-archives.com/classroom/gramesis.html

Why is grammar so unpopular? Many of the rules are arbitrary.

2. Learning proper grammar is very difficult (more difficult than native speakers often realize).

3. Most students don't want to have to learn the parts of an engine before they can drive a car.

The Joys of EnglishTeacher: "Josephine, give me a sentence beginning with I." Josephine: "I is ...Teacher: "No, Josephine. It's always 'I am...' Josephine: "OK. I am the ninth letter of the alphabet."

Starting out "..........is a major hindrance in language .. process. Learning language in traditional way is, by its nature, time . and stress and often raises the stress level to a point at which it interferes with student attention and efficiency and undermines . Stress - motivation consuming - learning - provoking - Schultz (1988)

Starting out "...Stress is a major hindrance in language learning process. Learning language in traditional way is, by its nature, time consuming and stress provoking and often raises the stress level to a point at which it interferes with student attention and efficiency and undermines motivation. - Schultz (1988)

Starting out One method has been developed to make students forget that they are in class ....relax students by engaging them in stress-reducing tasks or games. - Schultz (1988)

Why play games?G A M E S..amuseentertainbuild self esteemmotivatereduce stresseducatemake learning more meaningful

Before we playWHERE are we going to play?HOW LONG is the game going to last?HOW MANY players or teams are there?WHEN are we going to play?WHY are we playing?HOW is the game organised? Points?WHAT do we need?

Look at the following numbers36 165 1990 21

Now decide why you think these numbers are important to ME (This must be your., This is probably your, This could be when you) Compare with a partner Important numbers in my life

Numbers in my life Check your answersBirthday The year I moved to Europe Height in centimetersShoe size 1990

165

36

21

Queen Victoria 24th May 1819 1837 20th June - 18 English World, Macmillan

My Busy Day Demonstrate activity then encourage pupils to work in groups. Pupils have to describe a very busy day and remember what their classmates have said. They can/should use actions if possible. Give short time limits (the activity is quite demanding). Yesterday I got up at 6 oclock. Yesterday I got up at 6 oclock and made a cup of tea.

Adapting My Busy Day Tell the person next to you how this game could be adapted. Im going to (Alaska). Im going to take my (binoculars). I went to the (zoo). I (saw) a (lion). Theres a (comb) in my bag. I like (bananas). On Sunday mornings, he has (tennis class)

Comparatives Give the class things to compare that have nothing to do with one another, like an elephant and a potato. The students then have to tax their imaginations to find points of comparison, the objective is more interesting and the results often entertaining. a man banana laptop umbrella tulip

SuperlativesEnglish World, Macmillan

Which do you prefer? Why?Speaking in English OR Writing in EnglishI prefer (speaking in English) because its (easier) than writing. I prefer ..because its (faster, slower, more beautiful, more exciting, more difficult, funnier, warmer, safer) than.Staying in a hotel OR Staying in a campsiteGoing to the cinemaOR Watching a film at homeSwimming in the seaOR Swimming in a pool

English World, Macmillan

Questions Game

Fuzzy WuzzyFuzzy Wuzzy didnt make a cake

Fuzzy Wuzzy wrote a letterFuzzy Wuzzy didnt write a letter

Fuzzy Wuzzy drove a car

Coffeepotting One person thinks of an action verbThe other pupils guess the verb by asking questions, for example: Can you coffeepot in class? Are you coffeepotting now?Think of additional questions. Do you like coffeepotting? Have you ever coffeepotted? Are you going to coffeepot this weekend? Do you need a (book) to coffeepot? Can a dog coffeepot? Did you coffeepot last night? Does your teacher coffeepot? Do you coffeepot in a bar?

Reflection What games did we look at? What grammar structure were we working on? Tell your partner which game you liked best. Why?

Numbers in my life Modals (This might be your) Questions GameMixed tense question formationFuzzy WuzzyPast irregular verbsCoffeepotting Mixed verb tenses; question forming

...we grow old because we stop playing. George Bernard Shaw We dont stop playing because we grow old.

For more information on your trainer, visit: http://ninaspain.blogspot.com

***Before going any further, its necessary to establish exactly what we mean by an independent learner or learner independence.Discuss with a partner what you think is meant by the phrase learner independence.

Click to reveal the scrambled definition ask participants to try and order it, then click to reveal correctly ordered explanation.**Compare this grid to the first we looked at. Here, what is being learnt is looked at again at points y and z and you can see how much more is retained. After looking again at point z the amount retained is almost back to the original amount (point x).

Little and often is definitely the key!

*Compare this grid to the first we looked at. Here, what is being learnt is looked at again at points y and z and you can see how much more is retained. After looking again at point z the amount retained is almost back to the original amount (point x).


*I believe that there are a few reasons that grammar is such an unpopular subject to study. 1. Many of the rules are arbitrary. This means that someone somewhere decided that we would do things one way, and that's the way it is. People in general are opposed to rules that they feel are arbitrary. 2. Learning proper grammar is very difficult, more difficult than native speakers want to realize. Those who have been speaking and writing the langauge don't want to be told the rules. They feel that they already know them. 3. Most people don't want to have to learn the parts of an engine before they can drive a car. Why should I have to know the difference between a transitive verb and an intransitive verb? http://www.loc.gov/poetry/180/106.htmlhttp://grammartips.homestead.com/hoot.htmlEnglish spelling had some room for improvement and has accepted a five-year phased a plan for what will be known as Euro-English (Euro for short). http://www.physics.ohio-state.edu/~wilkins/writing/Resources/essays/grammar_incorrect.html In the first year, "s" will be used instead of the soft "c". Sertainly, sivil servants will resieve this news with joy. Also, the hard "c" will be replaced with "k". Not only will this klear up konfusion, but typewriters kan have one less letter. There will be growing publik enthusiasm in the sekond year, when the troublesome "ph" will be replaced by "f". This will make words like "fotograf" 20 per sent shorter. In the third year, publik akseptanse of the new spelling kan be expekted to reach the stage where more komplikated changes are possible. Governments will enkorage the removal of double letters, which have always ben a deterent to akurate speling. Also, al wil agre that the horible mes of silent "e"s in the languag is disgrasful, and they would go. By the fourth year, peopl wil be reseptiv to steps such as replasing "th" by "z" and "w" by " v". During ze fifz year, ze unesesary "o" kan be dropd from vords kontaining "ou", and similar changes vud of kors be aplid to ozer kombinations of leters. Und efter ze fifz yer, ve vil al be speking German like zey vunted in ze forst plas. **"...Stress is a major hindrance in language learning process. Learning language in traditional way is, by its nature, time consuming and stress provoking and often raises the stress level to a point at which it interferes with student attention and efficiency and undermines motivation. *"...Stress is a major hindrance in language learning process. Learning language in traditional way is, by its nature, time consuming and stress provoking and often raises the stress level to a point at which it interferes with student attention and efficiency and undermines motivation. *Allow participants about 5mins to flick through their promotional copy to find the answers to the questions. Point out that some of these questions are probably pretty easy for them theyre teachers, they have the terminology and know their way round coursebooks but for students this is useful information and just allows them to get familiar with whats in the book and where to find things etc..*Compare this grid to the first we looked at. Here, what is being learnt is looked at again at points y and z and you can see how much more is retained. After looking again at point z the amount retained is almost back to the original amount (point x).


***Compare this grid to the first we looked at. Here, what is being learnt is looked at again at points y and z and you can see how much more is retained. After looking again at point z the amount retained is almost back to the original amount (point x).


***Here are 3 ideas for homework that can easily be implemented and take into account the points discussed in the previous slides. There s also the OUP Teachers Resource Book: Homework - this provides lots of interesting ideas for setting engaging, movtivating and effective homework.*Compare this grid to the first we looked at. Here, what is being learnt is looked at again at points y and z and you can see how much more is retained. After looking again at point z the amount retained is almost back to the original amount (point x).


*Ask participants to think about what the obstacles might beclick to bring up these heresome of which weve already talked about*REMIND.--- must be yes and no questions etc. *Ask participants to turn to the people near them and ask them to talk about what the word HOMEWORK brings to mind maybe theyll come out with things like pointless, boring, extra work etc Elicit a few of their ideas and talk about the fact that there are ways to counteract this. Ask participants to brainstorm tips and principles for achieving effective homework. Then talk through the suggestions on this and the next slide.

**Compare this grid to the first we looked at. Here, what is being learnt is looked at again at points y and z and you can see how much more is retained. After looking again at point z the amount retained is almost back to the original amount (point x).


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Grammar Games - MACMILLAN GEORGIA 2013.ppt