Teaching grammar games

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 1 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 2.4 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 2.5

Dynamic: Groups

Time: 20 minutes

Procedure: 1. Prepare two sets of cards from Worksheets 2.5 A and 2.5 B. Break the class into small groups. Give each group a values card and a YES or NO card. Stress that they cannot let any of the other groups know if their card says YES or NO.

2. Each group is presented with a situation. They must change the wording on the card into a conditional sentence. They then choose one classmate in another group who they feel will give them the answer on their YES/NO card.

Example:

The card says: You find a wallet with $50 and an ID inside. Do you keep it? Sentence made by the group: If you found a wallet with $50 and an ID inside, would you keep it?

YES/NO card: YES

Task: Decide which of their classmates not in their group will answer YES to the question they generated. They must make an educated guess based on what they know of their classmates.

3. Check with each group to make sure they have chosen a classmate. When all groups have done so, play a round: the first group picks a student and asks its question. If the student's answer matches the group's card, the group receives a point. Go on to the next group.

4. Play another round.

7. IMAGINE THAT! (Might and Would)

Materials: None

Dynamics: Groups Time: 15 minutes

Procedure: 1. Write a result on the board that is either unusual or funny. Ask students when or why they might do that action. Generate as many (if-clauses as possible.

Suggested results (can be used for teacher example and for groups):

go skinny dipping

call 911

paint my body

hop on one foot

climb on the roof

attract a lot of attention

climb a tree

2. Divide the students into groups. Give each group a different result and have them brainstorm if-clauses using might.

3. After each group writes as many (if-clauses as possible, have the students in each group decide which one of the (if-clauses would produce the result they have been working with. The groups should try to reach a consensus, but that may not be possible. 4. Share sentences (or (if-clauses) with the class.

Example: attract a lot of attention

Student sentences:

I might attract a lot of attention if I screamed in class. I might attract a lot of attention if I dyed my hair green. I might attract a

Dynamic: Small groups

Time: 15 minutes

Procedure: 1. Distribute copies of the comic strip Cathy (Worksheet 2.7) to each group.

2. After they read the comic strip, have the groups work together to complete the (if-clauses. They can use the information provided by the mother in the strip or just make a logical ending. Example: Cathy says: If only I weren't so fat. Student results: I could wear my new dress. I would have had more boyfriends. I would feel better.

REVIEWING THE CONDITIONAL FORMS

1. REVIEW MATCH

Materials: Worksheet 2.8

Dynamic: Small groups

Time: 20 minutes

Procedure: 1. Divide the class into small groups. Give each group the same number of cards. Be sure to give an even number to each group. If this is not possible, give one group one pair more than the others. Use the cards in Worksheet 112 or make your own.

2. Each group should make as many matches as possible. Group members should take the remaining unmatched cards to other groups and try to make a trade. {Important: They cannot give away a card without receiving one in exchange, and they cannot take a card unless the other group agrees to the trade.)

3. When one group has matched all its cards, the game stops. A group member reads the matches, and the rest of the class must agree that they are logical. If all matches are accepted, that group is the winner. If one or more matches is rejected, the game proceeds until the next group feels it is finished.

NOTE: Because of mixed conditionals, there will not necessarily be matches for all cards.

2. DEAR ANNIE

Materials: Worksheet 2.9

Dynamic: Whole class Time: 30 minutes

Procedure: 1. Have students pick one of the seven situations on the worksheet and write a letter to "Dear Annie" in which they explain their situation and ask how it can be avoided in the future or how it could have been avoided.

2. Collect the students' "Dear Annie" letters. Randomly redistribute them to the class, making sure that no one receives his/her own letter.

3. Have students pretend they are Annie and respond in writing to the letter they received. They must use whichever conditional structures are appropriate to the situation described in the letter,

4. Have several students read to the class the original letter they wrote along with their (Annie's) response. Return the letters and the responses to the authors of the original letters.

WISHES

1. ALADDIN'S LAMP

Materials: Worksheet 2.10

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.

Relationships between ideas

PARALLELISM

1. MEMORIZE IT

Materials: Worksheet 3.1

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 OneSet 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 3.2

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 3.3

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 / 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 3.4

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 3.5

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 3.6

Dynamic: Pairs

Timer: 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 / 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 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.

2.2.3 Examples of worksheets

Chapter 1: Worksheet 1.1: SCAVENGER HUNT

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:

1.___________________________________________________

2.___________________________________________________

3.___________________________________________________

4.___________________________________________________

5.___________________________________________________

6.___________________________________________________

7.___________________________________________________

8.___________________________________________________

9.___________________________________________________

10.__________________________________________________

Worksheet 1.2: ERROR ANALYSIS

With your partner, decide whether the sentences describing 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.

5.The dog is under the table.

6.The cat is under the table.

7.The baby is beside the father.

8.The hot dogs are next to the salad.

9.The chairs are under the table.

10.The grill is in front of the man.

Worksheet 1.3 A: PREPOSITION BEE (LOWER LEVEL)

1. What time do you get up_____________________________the morning?

2. She is sitting______________________________________________me.

3. The roof is_______________________________________our classroom.

4. I have a doctor's appointment______________________________10:30.

5. Scott was born___________________________________________June.

6. Do you have any money______________________________your wallet?

7. I am standing__________________________________Sarah and Alison.

8. I'll meet you_____________________________the library this afternoon.

9. Our classroom is______________________________________the office.

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

11. Keiko attends class________9:00___________________________2:30.

12. What time does it get dark________________________________night?

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 skirt.

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 inside the store____________the glass to see what was inside the story.

Worksheet 1.3 B: PREPOSITION BEE (HIGHER LEVEL)

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.

4.'Marco was walking____________________the river when he fell in.

5.He set the vase____________________________________the table.

6.The basketball went________________________________the hoop.

7.The sign warned people not to lean_________the newly painted wall.

8.My partner's eyes kept closing________the entire presentation.

Itwas 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.

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_______________her hands_______________the floor.

14.Because of my allergies, the doctor told me I would have to gc_______________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.

18.1 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 1.4: TIC TAC TOE

payhand look

puttrywake

make shut run

dofigure grow

findfill tear

askcall drop

writewatch pick

lookkeep hang

hanggive fill

Worksheet 1.5: PREPOSITION BEE (PHRASAL VERBS)

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 my homework__________________.

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 _______________________________.

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 handsour _____________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___________________it.

15.Hitoshi grew________________________in a small town in Japan.

16.Cassio hungthe 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 ranmy former teacher in the parking lot today. I hadn't seen him in three years.

Chapter2:

Worksheet 2.1: 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
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 2.2: 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
over water plants	pour oil on water

Worksheet 2.3: 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 ... Mac Arthur 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 2.4: LINE-UF

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 vour friend gave you a puppy for your birthday, wnat 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 2.5 A: VALUES

You accidentally 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 2.6 B

YES	NO
YES	NO
YES	NO
YES	NO
YES	NO
YES	NO
YES	NO

Worksheet 2.7: 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 ar i 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 2.8: 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 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

Worksheet 2.9: DEAR ANNIE

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 from the back seat. How could you have avoided having your books stolen?

2. You were absent from class on Monday when the teacher told the class there 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 has threatened 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 gave you 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 prepared dinner 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 your mother 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. As a 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

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

PS. If you tell your teacher about your situation, I'm sure he/she'll help you find a book to study with.

Worksheet 2.10: 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)?

Chapter 3:

Worksheet 3.1: 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 cheerful disposition.

3. By getting a job and she was able to save her money, Marcia paid for her dance lessons.

Worksheet 3.2: 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 next Tuesday.

5.1 enjoy this class. I am learning lots of new things. I am meeting new people.

6._____________________doesn't like to cook. He doesn't like to eat out in

7. ______________________________likes cats. She likes cocker spaniels.

8. Chocolate can make some people hyperactive. It can keep people awake at night.

Worksheet 3.3: 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 3.4: COMBINATION

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 five miles.

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 get hungry.

7. It was raining today. (But / Consequently / Therefore), we stayed home.

8. This university, (for example / for instance / such as), has an excellent ESL program.

9. (Besides / Furthermore / In addition to) working at the restaurant, Kim works on campus. 10.1 had a terrible headache today. (Furthermore / As well as / In addition), I was very tired.

Worksheet 3.5: COMPLETE THE SENTENCE

My friend went to class although
Since the dug 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 3.6: (CONTINUED)

Because Kim lost her car keys,
I went to class even though.
Before I called ray mother,
Since 1 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 3.7: 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 studied hard for her final exams.

She has six children. She took aspirin. Air pollution in California is increasing.

I had to go to work. The bus was late.

Don't eat too much for lunch. My sister doesn't work outside the house.

M,' in-laws are coming for a visit. I was late for work.

It's impossible to see out the front window. She has a migraine headache.

More and more people are driving alone. She wants to get into a good university.

We are going to a great restaurant for dinner.

You should wash your car.

It's been raining all day. I ate breakfast at 7:00 A.M.

I spent the day cleaning the house.

BIBLIOGRAPHY

1. Abbott G., D. McKeating, J. Greenwood, and P. Wingard. 1981.

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., Jones B, Thornton, and R.Wheeler. 1983. A training course for TEFL. Oxford. Oxford University Press.

5. Horwitz E.K, Horwitz M.B., and Cope J.A 1986. Foreign language classroom anxiety. The Modern language Journal.

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

7. Lee W.R. 1979. Language teaching games and contests. Oxford. Oxford University Press.

8. Nguyen Thi Thanh Huyen, Khuat Thi Thu Nga. Learning Vocabulary Through Games. Asian EFL Journal.

9. Rinvolucri Mario. Grammar Games. Cognitive, affective and drama activities for EFL students Cambridge, 1989.

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

11. Rixon.S 1981. How to use games in language teaching. London Macmillan Publishers

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

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

14. Tin Yong Mei and Jang Yu-jing Using Games in an EFL Class for Children Daejin University ELT Research Paper.

Размещено на Allbest.ru