Welcome to the seminar!

Welcome to the seminar!

Dictation/Drawing with Descriptions

• His head is round.

• He is bald.

• His ears are big.

• He has narrow dark eyes.

• He has round glasses.

• His nose is long and wide.

• His lips are thin and smiling.

• His eyebrows and moustache are bushy.

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Dictation/Drawing with Prepositions of Place

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Dictation/Drawing with English 5, Unit 7, Lesson 3

“Please draw a table on your notebook.”

“Now draw either a cup or a spoon on your table.”

Find the ____!

• Great for young learners

• Easy with a large class• Adaptable• Need very few materials

Find the _____!

How to play:• Three students must leave the classroom.• The teacher gives three objects to students in the classroom.

– These students hide their objects – it’s a secret!• The first three students come back in and must each find one

of the hidden objects– They must ask other students, “Have you got a ____________?”– If the student isn’t hiding the object, they answer, “No, I haven’t.”– If the student does have the object, they say, “Yes, I have.”

• Then new students go out and other students hide the objects again.

Find the _____!

• Variations:– Use pictures of vocabulary words– Use pictures of everyday activities and students

must ask about these activities. • “Do you watch TV?”• “No, I don’t./Yes, I do!”

Go fish!

• Fun!• Competitive!• Adaptable!

Go fish!

How to play:• Deal four cards to each player• You want three of the same card. When you get them,

put them down.• The first player asks another player, “Have you got...?”

– If yes: The player says, “Yes, I have,” and gives the card to the first player.

– If no: The player says, “No, I haven’t. Go fish!” Then the first player must take another card from the pile.

• When a player has zero cards, stop. The player with the most sets of threes is the winner!

Go fish!

Variation 1: Countable vs. uncountable nouns

“Have you got a book?”“Have you got any chalk?”

“Have you got a pair of scissors?”

Let’s play!

Go fish!

Variation 2:Be polite!

Use modals, with borrow and lend:

“Would you lend me a book?”“Could I borrow some chalk?”

(“Of course!” or “Not right now, sorry. Go fish!”)

Let’s Play!

Go fish!

For the cards, check out our website:

erdenetefl.wordpress.com

Verb board gameYou will need:

1. a game board 2. cards 3. a die

4. place markers

What will you do tomorrow?

I’ll jump on my bed

tomorrow!

Verb board game

Let’s play!

Verb board game

Form, Meaning, Use:for grammar learning.

Form: how to make or create the grammar structure(think of a formula in math class, “2+2=4” or “Subject + verb + either + object + or + object.”)

Meaning: the significance or meaning of the whole when different parts of grammar are put together“You can either go to the zoo or to the park (BUT NOT BOTH).”

Use: how the grammar is used in daily life or applied to different social situationsDeviations from the accepted social usage at best sounds strange or confusing to the listener. At worst, the speaker can sound rude or offensive.

Form, Meaning, Use Example “will/going to”

Form: “will” = subject + will + verb ...“going to” = subject + to be + going to + verb …

Meaning: (one of the many…) “will” = at the moment of making a decision, use 'will'.

• UNPLANNED FUTURE EVENTS “going to” = once you have made the decision, talk about it using 'going to'.

• PLANNED FUTURE EVENTS

Use: Ganna: “I’m going to go to the restroom.”Jenny: “Wait, I’ll go with you. Sogii, I am going to go the restroom with Ganaa. Will you hold my purse?” Sogii: “Sure. I’ll wait here for you.”

-- Ganna had already thought about going to the restroom before she spoke so she used “going to”. Jenny decided to go with Ganaa as she spoke so she used “will”. She used “going to” in the next sentence because her actions had already been planned. Sogii decided her future actions as she spoke so she used “will.”

Modals! Modals! Modals!

could

can couldn’t

may

might

will

won’t

have to

should

would

wouldn’t

be able to

be going to

be allowed to have got to

Modals come in families

should

must

shouldn’t

ought to

have to

We’re the Advice Family!

Logical modals: PredictionWill it snow tomorrow?

Adverbial/Paraphrase Modal

No chance It won’t snow tomorrow.

It is possible that it will snow tomorrow.

Weak, outside chance It could/might snow tomorrow.

Perhaps/Maybe it will snow tomorrow.

Stronger chance It may snow tomorrow.

It will probably snow tomorrow. It is probable that it will snow tomorrow.

Even stronger chance It may very well snow tomorrow.

It will very likely snow tomorrow. It is very likely that it will snow tomorrow.

Very strong chance It should snow tomorrow.

It will definitely snow tomorrow. It is certain that it will snow tomorrow.

Certainty It will snow tomorrow.
















No chance It won’t snow tomorrow
























Logical modals: Making InferencesSomeone’s knocking at the door. Who is it?

Adverbial/Paraphrase ModalI’m certain it’s Ganaa. High certainty It must be Ganaa.

It’s probably Ganaa. It should be Ganaa.

Maybe it’s Ganaa. It may be Ganaa.

It’s possible that it’s Ganaa. Low certainty It (could/might) be Ganaa.

I don’t think it’s Bold. Low possibility It might not be Bold.

It may not be Bold.

It’s probably not Bold. It won’t/wouldn’t be Bold.

There’s no way it’s Bold. Impossibility It can’t/couldn’t be Bold.







It may not be Bold.









It may not be Bold.









It may not be Bold.









It may not be Bold.









It may not be Bold.



Modals Form Activity:Prediction scale

Impossible

Weak chance

Stronger chance

Even stronger chance

Very strong chance

Certain

We win the volleyball tournament.

We will win the volleyball tournament.

We win the volleyball tournament.

We may win the volleyball tournament.

Impossible

Low Possibility

PossibleHigh

Possibility

Certain

Impossible

Weak chance

Stronger chance


Very strong chance

Certain

He takes a taxi to the airport.

He won’t take a taxi to the airport.

Impossible

Weak chance

Stronger chance


Very strong chance

Certain

He takes a taxi to the airport.

He may very well take a taxi to the airport.

Impossible

Weak chance

Stronger chance


Very strong chance

Certain

Modals Form Activity:Prediction dice

very strong chance

cert

ain

impossible

high possibilit

y

cert

ain

impossible

We go to the countryside today.

We won’t go to the countryside today.

certain

imp

oss

ibl

e

Weak chance

We go to the countryside today.

We might go to the countryside today.

certain

Str

onger

chance


Jonny fixes the jeep.

Jonny may very well fix the jeep.

impossible W

eak

chance

certain

Jonny fixes the jeep.

Jonny will fix the jeep.

Modals Form/Meaning Activity:Weather forecasts

• Ss practice forming sentences with correct modals of prediction

• Pictures and percentages help Ss understand the meaning of the modals

• Fun card game activity

Weather ForecastsHow to play:• Separate the word cards and the weather cards.• Deal the word cards out to students.• Turn over one of the weather cards.

– Look at the percentage (%) written on the card.– If a student has a card that corresponds to that

probability, the student can take the card and make a sentence.

– The student keeps the cards as a pair.• The student with the most pairs at the end wins.

Weather Forecasts• Example:

It may very well be sunny tomorrow.

Tomorrow:70% may very

well

Let’s Play!

Weather Forecasts

Weather Forecasts Logical Modals: Prediction


No chance (0%) It won’t snow tomorrow.


Weak, outside chance (30%) It could/might snow tomorrow.


Stronger chance (50%) It may snow tomorrow.


Even stronger chance (70%) It may very well snow tomorrow.


Very strong chance (90%) It should snow tomorrow.


Certainty (100%) It will snow tomorrow.

Modals Use Activity:Making inferences with pictures

• SCATEGORIES!– A competitive game adaptable for many activities– Here, we will make it into a “USE” activity: Looking at a

picture and making an inference comes very close to how we use inference modals in real life!

• Students are divided into teams.– The teacher shows the class a picture and asks a question.– Students must write down answers to the question for 3

minutes.– The team with the most ORIGINAL answers wins.

• If two teams write the same answer, no one gets a point.

Where did she go?

Example: She could have gone to France.She might have visited her grandmother.

Scategories: Variation

• Show a picture with no question–Students make

sentences using “must”• “She must be

travelling.”• “The train must be

leaving.”

What is reported speech?

• Reported speech refers to a sentence that reports or restates what someone has said.

How to use reported speech

• If the present simple form of the reporting verb is used, for example “says”, the reported sentence will keep the same tense.

• Ben says the test is difficult.• My sister says she likes winter.

How to use reported speech

• If the past simple form of the reporting verb is used, for example, “said,” we usually “backshift” the tenses in the reported speech:

* = no backshifting.

Tense Direct speech Reported speechPresent simple “I like apples.” She said she liked apples.

Present continuous “I’m working in UB.” She said she was working in UB.

Past simple “I bought a bike.” She said she had bought a bike OR She said she bought a bike.

Past continuous “I was watching TV when my mom came home.”

She said she had been watching TV when her mom came home.

Present perfect “I have been to Hovsgol.” She said she had been to Hovsgol.

Past perfect* “I had already seen the movie but I watched it again anyway.”

She said she had already seen the movie but she watched it again anyway.

Will “I’ll see you next year.” She said she would see me next year.

Would* “I would like to help, but I can’t.” She said she would like to help, but she couldn’t.

Can “I can swim.” She said she could swim.

Could* “I couldn’t speak English when I was in school.” She said she couldn’t speak English when she was in school.

Should* “I should wash my hair.” She said she should wash her hair.

Might* “I might go to China .” She said she might go to China.

Must “I must study.” She said she must study OR She said she had to study.

General facts: She said, “The sky is blue.”

She said the sky is blue.

You want to emphasize that the speech is still true:She said, “I usually go to Hovsgol in the summer.”

She said she usually goes to Hovsgol in the summer.

Very recent speech:She said, “I’m going to the store.”

(5 seconds later) She said she’s going to the store.

How to use reported speechBut sometimes with “said,” we don’t need to backshift.

Changing pronouns in reported speech

• When we change sentences from direct speech to reported speech we sometimes need to change the pronouns.

• Direct speech: She said, “I want to bring my children.”• Reported speech: She said she wanted to bring her

children.• Direct speech: Mark said, “My girlfriend went to the

cinema with me.”• Reported speech: Mark said his girlfriend went to the

cinema with him.

How to use reported questions

• When reporting yes/no questions, connect the reported question using “if”.

• Direct speech: She asked, “Do you want to come with me?”

• Reported speech: She asked me if I wanted to come with her.

• Direct speech: Bold asked, “Did you sleep well?”• Reported speech: Bold asked me if I slept well.

How to use reported questions

• When reporting questions that use question words, for example, “who,” “what,” “when,” “where,” and “why,” use the question word in the sentence.

• Direct speech: Dave asked her, “Where did you go last weekend?”

• Reported speech: Dave asked her where she went last weekend.

• Direct speech: The teacher asked me, “Why do you study English?”

• Reported speech: The teacher asked me why I study English.

How to use reported commands

The doctor said, “Get some rest.”The doctor said to get some rest.The doctor told me to get some rest.The doctor said (that) I should get some rest.

The doctor said, “Don’t smoke cigarettes.”The doctor said not to smoke cigarettes.The doctor told me not to smoke cigarettes.The doctor said (that) I shouldn’t smoke cigarettes.

Let’s Practice!1. “I’m tired,” Katie said.

Katie said she was tired.2. “I had a stomachache,” Joey told me.

Joey told me he had a stomachache.ORJoey told me he had had a stomachache.

3. “The Earth is round,” our teacher told us.

Our teacher told us the Earth is round.OROur teacher told us the Earth was round.

4. They asked her, “Will you go to the countryside with your children?”

They asked her if she would go to the countryside with her children.

5. The student asked, “What time is it?”

The student asked what time it was.

6. Our teacher said, “Sit down!”Our teacher said to sit down.Our teacher told us to sit down.Our teacher said (that) we should sit down.

Reported Speech Form Activity:Flip the cards

In this activity, Ts prepare cards with direct speech on one side:

He said, “I’m thirsty!”

And reported speech on the other:

He said he was thirsty.


In groups, Ss take turns choosing a card and saying what’s on the other side. The other Ss can see if they’re right:

She said, “I was watching TV last

night.”

She said she had been watching TV last

night.

Right!

If the S is correct, he/she keeps the card. The S with the most cards at the end is the winner.


• This is a form activity because Ss only practice forming the sentences

• They don’t need to understand the meaning of reported speech

• This activity does not reflect how we use reported speech in real life

Let’s play!

Reported Speech Form/Meaning Activity:

Cartoon race!• Teachers have a set of cartoons, like these:


Cartoon race!Ss get into groups and “race” to change the direct speech:

into reported speech:She said her head hurt.

Reported Speech Form/Meaning Activity: Cartoon race!

Why is this a Form/Meaning activity?• Students practice forming reported speech

from direct speech• Visuals help students understand the meaning

of reported speech• However, students would not use reported

speech this way in real life


Cartoon race!• How to play:

1. Divide Ss into groups2. Give each group a worksheet and a pen. The T

should choose the first “writer.”3. Model how to do the activity by doing an example

together, as a class4. Give one cartoon to each group. When the groups

are finished, the T should check their answers. If the answers are correct, they get a new cartoon (and the T should choose a NEW WRITER!)

Statement Question Command

1.

2.

3.

4.

5.


1. Sally said her head hurt.

2.

3.

4.

5.


1. Sally said her head hurt. She asked what she should do.

2.

3.

4.

5.


1. Sally said her head hurt. She asked what she should do.

Tsetseg told Sally to go to the hospital.

2.

3.

4.

5.

Let’s play!


Cartoon race!

erdenetefl.wordpress.com

Students can make their own cartoons, too:

Reported Speech: Form/Meaning Activity

• The CHAIN GAME!– Students sit in a circle.– One student says any

sentence.– The next student must

report on the last person’s speech.

– Remember: If the S talks about a general fact or an ongoing situation, you don’t move the tenses back!

Let’s Play!

I have to go to the bathroom!

She said she has to go to the bathroom!

Let’s Play!I’ll help you with your

homework tomorrow.

He said he would help me with my

homework tomorrow.

Reported Speech Use Activity:The Role Play

• Ss create a dialogue between three (or more) people that requires sentences that use reported speech. Ss then act out their dialogue in front of the class.

• The Role Play is a great use activity for any grammar point because Ss try out the language in a real-life situation.

Example Dialogue: Mom, Dad and their child

Daughter: Mom, can I please have money to buy a new cell phone?

Mom: You already have one. You don’t need another one. Daughter: I’m going to tell Dad you won’t buy me a new phone. (thirty minutes later) Daughter: Dad, Mom said that I couldn’t have money to buy a

new cell phone. But I need one because my old phone isn’t cool anymore.

Dad: Well, let me talk to your mom.(the next day)Dad: Our daughter told me she needed a new phone. Should we

buy her one?Mom: No! She told me she wanted a new phone just because her

old phone isn’t cool. That’s ridiculous. I won’t buy her one. (two hours later)Dad: Sorry, your Mom said she wouldn’t buy you a new phone.

Maybe next year.Daughter: That’s SO NOT FAIR.


Other possible reported speech role plays:1. A boyfriend and girlfriend are angry and won’t

speak to each other; their friend is trying to help2. A boy gets his friend to go talk to a pretty girl for

him3. A girl gets her friend to go talk to a handsome

boy for her4. Two friends are gossiping about what people said

at a party


Let’s try it!

What did you think?!1. What were the best parts of this seminar?2. What were the bad parts of this seminar?3. Would you like to learn about any of these in a

future seminar?a. Perfect tenses d. review techniquesb. Passive tenses e. using homework effectivelyc. Other modal families

4. Bolormaa, Munkhsoyol, and Byamba helped us teach these lessons today. Would you like to teach a future seminar with us? If so, please write your name, phone number, and school.

Thank you!

Documents

Welcome to the seminar!