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Space for imagination



Grammar focus: Conditional 2

Material: Worksheet D

Dynamic: whole class

Time: 20 min.

Procedure:

1. Cut up the worksheet or make your own. Give each student one card.

2. Have the students (one by one) answer the questions on their cards. You may give them some time to think.

3. Ask the students to exchange the cards and answer the questions they received. Time permitting, the students may exchange the cards as many times as possible until each student answers all the questions.

The cause of ups and downs

Grammar focus: Conditional 2, Conditional 3 – If it were not for/if it hadn’t been for/ But for

Material: Worksheet E

Dynamic: groups

Time: 40 min.

Procedure:

  1. Give each student a copy of Worksheet E. You may also use the biography of any other well-known person.
  2. Break the students into two groups. The first group should find the ups in the singer’s career and the second one should look for the downs. Then with the help of the constructions If it were not for/If it hadn’t been for/ But for they should make sentences describing causes of the singer’s luck and misfortunes in this or that period of life.
  3. Have the groups one by one name the causes of luck and misfortunes. Discuss altogether whether the number of misfortunes prevails or not and how they influence people’s character.

Chain conditional writing

Grammar focus: Conditional 2

Material: Worksheet F

Dynamic: whole class

Time: 20 min.

Procedure:

1. Copy Worksheet and give it to one of your students.

2. Explain that he/she has to continue the sentence bellow the dotted line, fold the sheet between the line with the beginning of the sentence and one with the ending.

3. Have the second student start with the line above and complete his/her sentence. Then he/she should fold again and pass it to the next student.

4. When the students have completed the task up to the end, unfold the sheet and read the story aloud.

 

Chain conditional (type 3) speaking

Grammar focus: Conditional 3

Material: Worksheet G

Dynamic: whole class

Time: 15 min.

Procedure:

1. Cut up Worksheet G or make your own.

2. Have each student take one strip of paper with an if-clause written on it.

3. Ask one student to read his/her if-clause aloud and complete it orally.

4. Tell the second student that he/she should complete the first student’s if-clause in his/her own way and then go to his/her own clause.

5. Continue the task until the last student finishes.

 

My life sheet

Grammar focus: Conditional 3

Material: Worksheet H

Dynamic: individual work

Time: 30 min.

Procedure:

1. Tell your students that they’re going to write about their regrets considering the past or something they can be proud of. Give each a copy of Worksheet H.

2. Read a sample fragment of this work aloud to direct the students into the way they are to present their thoughts: “If I had taken ballet lessons at the age of 5, I would have become a brilliant ballerina. But if I had taken them, I would have had no time for playing the cello and I would have never won a first prize in the youth music contests”.

3. Give the students 15 minutes to fulfill the task.

4. Break the class into pairs and tell them to exchange their works.

5. Have each student in a pair correct the mistakes in his/her partner’s work and present it to the whole class speaking for the third person.

Cause and effect

Grammar focus: Mixed conditionals

Materials: None

Dynamic: Pairs/Small groups

Time: 15 minutes

Procedure:

1. Break the class into pairs or groups of three or four.

2. 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.

3. 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.

POSSIBLE IF-CLAUSES:

If I had written my essay last weekend

If I had quarreled with all the neighborhood yesterday

If I had gone to the conference a week ago

If I had gone to the USA on exchange

If I hadn’t slept a wink yesterday

If I had had concussion after that accident

 

Tick-tack-toe

Grammar focus: conditionals

Materials: Worksheet I

Dynamic: Pairs

Time: 25 minutes

Procedure:

1. Copy Worksheet I onto the board. (You may think of your own halves of conditional sentences and fill in a tic-tac-toe grid with them.)

2. Choose one student and play tic-tac-toe with him/her. You choose any half of a sentence in the grid, complete it and draw a cross in this square. The student you play with chooses another half, completes it and draws a zero. The person who draws 3 crosses (zeros) vertically, horizontally or diagonally first wins.

3. Tell the students to make a similar tick-tack-toe grids each.

4. Break the students into pairs.

5. Have them play in pairs. The students will play twice using the two grids they have made.

6. Go round the class and check whether the correct grammar forms are used.

 

13. On condition that…

Grammar focus: Conjunctions replacing ‘if’

Materials: Worksheet J

Dynamic: pair work

Time: 15 minutes

Procedure:

1. Cut up Worksheet K into cards (one request in each card).

2. Break students into pairs. Give each student a request card.

3. Explain the students that they’re going to make requests using the information given in their cards, but their partners should agree only on some conditions.

For example: the card – “You have run out of money”

the request – “Ann, I need money. Will you lend me some?”

the answer – “Of course, dear, but only on the condition (as long as/ provided/providing/assuming) that you pay back exactly on the pay day.” Or “No, I won’t, unless you pay it back exactly on the pay day.”

4. Time permitting the pairs may exchange their cards until all the pairs have made all the requests.

 

Dice

Grammar focus: “What if/Say”

Materials: Worksheet K , 1 die, 2 counters of different colours (for each pair of students)

Dynamic: pair work

Time: 15 minutes

Procedure:

1. Break the students into pairs. Give each pair a copy of Worksheet K, 1 die and 2 counters of different colours.

2. Explain the rules of the game to the students:

Step 1. Student 1 throws a die and put his/her counter on the square with the number that was on the die. Then he/she asks Student 2 a question beginning with “What if/Say” and using the information in the square. For example: “What if you are expelled, what will you do?”

Step 2. Student 2 answers the question and then rolls the die. Having counted off the number of squares equal to the number on the die, he/she place his/her counter and asks his/her partner a question. The students continue the procedure until one of them reaches the finish – he/she is a winner.

 

Giving advice

Grammar focus: the Suppositional Mood

Materials: Worksheet L

Dynamic: Pairs

Time: 15 minutes

Procedure:

1. Cut up Worksheet L into cards. Break the students into pairs.

2. Give each pair two problem cards and two advice cards. Each student from one and the same pair should have an advice card that does for his/her neighbour problem card. You may use the same cards for more than one pair.

3. Have the students speak in pairs. One student describes his/her problem and the other gives advice using the constructions given below. Then they change their roles.

It is important that you should…

It is necessary that you should…

It is recommended that you should…

It is strongly advisable that you should…

Your main aim is that you should…

The only condition of solving your problem is that you should…

I insist on the fact that you should…

Whatever should happen, always (do sth)…, etc.

 

16. Tricky “lest”

Grammar focus: the Subjunctive 1 – “lest”

Materials: Worksheet M, magnets

Dynamic: whole class

Time: 10 minutes

Procedure:

1. Cut up Worksheet M into cards (one card is a sentence half). Distribute the cards among the students. In the middle of the board write the word “lest”.

2. Explain the students that they have to circulate round the room and find the two halves of one and the same sentence. Then they stick the halves onto the board so that the word “lest” written on it can join the main and the subordinate clause.

 

17. May success attend you!

Grammar focus: the Subjunctive 1 – set expressions

Materials: Worksheet N

Dynamic: whole class

Time: 15 minutes

Procedure:

1. Make an enlarged copy of Worksheet N and cut it into cards (One picture on each card).

2. Show these pictures one by one to your students and have them guess what set expression containing a verb in the form of the Subjunctive 1 is implied.

3. Tell the students to draw one or two pictures of their own and repeat the procedure.

 

Job demands

Grammar focus: the Subjunctive 1

Materials: none

Dynamic: whole class

Time: 20 minutes

Procedure:

1. Have the students to think of a job and not to disclose it to their groupmates.

2. Tell the students to write down the main skills a person should have to get this job. The students are to use the Subjunctive 1 while fulfilling the task:

It is important that you…

It is necessary that you…

It is recommended that you…

It is strongly advisable that you …

Your main skill is that you …

The only condition of getting this job is that you…

They (e.g. people on the top) insist on the fact that you …

3. One by one the students read the demands and the others should guess what job is implied.

Wishes

Grammar focus: the Suppositional Mood – “I wish…”

Materials: Worksheet O

Dynamic: whole class

Time: 10 minutes

Procedure:

1. Cut up the worksheet or make your own.

2. Give each student one card and tell them not to show it to their groupmates.

3. Have the students one by one express their wishes on the base of the information in their cards.

4. After a student has expressed his/her wish, tell the others to guess the initial situation.

For example: the card is “Your neighbours play loud music late at night and you can’t fall asleep”.

The wish expressed by a student is “I wish my neighbours didn’t play loud music at night”.

The initial situation is “He/she can’t fall asleep because his/her neighbours play loud music at night”.

 







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