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Fun Grammar Games and Activities

Peter Lucantoni

Peter Lucantoni
Started teaching in 1979 in UK Lived and worked in Europe and Middle East, now based in Cyprus Author, Educational Consultant & Teacher Trainer for Cambridge University Press Cambridge TKT, CELTYL, CELTA & DELTA trainer Cambridge CELTYL assessor Examiner for Cambridge ESOL speaking examinations Classroom teacher

What is grammar? Discuss with your colleagues and try to agree on a working definition.

What is grammar?
system combining grammatical roles meaning Grammar is a set of rules for . words to express . . It is the . of a language. Words are given labels to help us to identify their . .

What is grammar?
Grammar is a set of rules for combining words to express meaning. It is the system of a language. Words are given labels to help us to identify their grammatical roles.

What is communicative grammar?

Communicative grammar is based on the communicative approach to the teaching of a second language. Language structures must not be taught in isolation but integrated to the four skills of language. In this way, a structure is practiced orally and in written form.
http://wiki.answers.com/Q/What_is_the_definition_of_communicative_grammar

What is communicative grammar?

Grammatical patterns must not only be learned at the utterance level but at the discourse level; the main objective focuses on the development of communicative grammatical competence, which is understood as the ability to use and understand a structure in a variety of situations spontaneously.
http://wiki.answers.com/Q/What_is_the_definition_of_communicative_grammar

What is communicative grammar? Needs to be an active involvement in the learning process Examples from texts need to be isolated and used as a basis for tasks Tasks should focus on both concept and form of target grammar Students should be encouraged to find other examples and work out rules for themselves
Adapted from: Thacker with Puchta & Stranks, English in Mind Teachers Book 2, Cambridge University Press, 2009

What is CLT?

What is communicative language teaching? Discuss with your colleagues and try to agree on a working definition.

What is CLT?

Communicative language teaching can be understood as a set of principles about the goals of language teaching, how learners learn a language, the kinds of classroom activities that best facilitate learning, and the roles of teachers and learners in the classroom.
Jack Richards, Communicative Language Teaching Today, Cambridge University Press, 2006

What is CLT?

CLT is not a method


CLT is best considered an approach rather than a method (Richards & Rogers) Teachers are free to interpret the rules Wide variety of classroom techniques feasible CLT should move us away from learners who are structurally competent but communicatively incompetent (Johnson 1981)

What is CLT?

However
it is clearly not possible to engage in purposeful

communication in a language without being able to formulate the structures of that language as well (McDonough & Shaw 2000: 25)
it is essential for teachers to interpret the rules

and strike a balance between consolidating structures and developing communicative competence in their E2L students (Lucantoni
2002: 14)

How does CLT affect our teaching?

We need to ensure that learning at this level is focused on tasks and problem-solving Learners need to be interacting with someone else (but teachers should not regard learners working on their own as bad!) Learners learn to use language already acquired to complete tasks Teachers should provide support & assistance in language areas where learners have problems

How does CLT affect our teaching?

Language without grammar would

leave us seriously handicapped


(Batstone, 2000)

Why?

How does CLT affect our teaching?

Noticing an active process in which learners become aware of structure and notice connections between form and meaning Structuring bringing new grammar patterns into learners internal grammars. Usually requires controlled practice Procedurising making the new grammar ready for instant and fluent use in communication
Rob Batstone, Grammar, OUP 2000

From letters to grammar Listen to the letters Think of a grammatical and meaningful phrase that uses each letter as the first letter of a word. The order of the letters

is not important.
Examples: A, D, I, F = A day in France,

Fried dates are incredible I ate Davids fruit

From letters to grammar

GPOS HYTV CKLW


In groups, choose 4 letters and give them to another group to make a phrase

Question-Question Ali >>> <<< Badra

Pretty good. Where are you going? Im nosey. Can I come with you? I said How are you? Hi, Badra, how are you?

Im ok. What about you? What did you say? Ahhh, thats my secret! Why do you want to know? Are you crazy?

Question-Question
Ali Badra Ali Badra Ali Badra Ali Badra Hello, how are you? What did you say? I said How are you? Im ok, what about you? Pretty good. Where are you going? Ahhh, thats my secret! Why do you want to know? Im nosey! Can I come with you? Are you crazy?!

Useful questions

What did you say? Why do you ask? Can you say that again? Can we stop this? Are you deaf? What do you mean?

Topic vocabulary quiz

Girls name Country Capital city Vegetable Month/Day Clothing Feeling

Transport Fruit Sport Colour Furniture Animal Famous person

Who could ?

This activity practises the structures either or & neither nor But it also provides reading and writing skills development in a communicative and learner-centred manner

Possible candidates Age 31 Home Muscat Hobbies Loves music, plays piano Job Doctor Speaks Arabic, English & some French Other Dislikes pets

SALMA

Possible candidates Age 48 Home Frankfurt Hobbies Stamp collector, weightlifting Job Dairy farmer Speaks German Other Vegetarian HARRY

Who could ?
1 help move heavy furniture? 2 sing a song? 3 advise you about your health? 4 cook a meal? 5 entertain a visitor from Greece? 6 drive you to the airport? 7 teach you how to play better football? 8 entertain an Arabic-speaking visitor? 9 tell you about collecting things? 10

Alphabet dialogue
Create a paired dialogue so that each line begins with the next letter of the alphabet For example: Ahmed, how are you? Bad, really bad! Come on, it cant be that bad! Do you think Im joking? E ???

The world Listen to the words Think about in which country you can write them Example: coffee could go in Italy because the coffee is good there, or in Brazil because coffee beans grow there Discuss with your partners and give reasons for your choices

The world
coffee football history wild animals

coffee
peace water music

oil chocolate mountains fishing

The world

Where did you put coffee? Why did you put coffee in Brazil? I put coffee in Brazil I chose Brazil because I agree / disagree So did I / I didnt

Presenting a new product


Umbrella Paper clip Candle Fork Coat hanger Highlighter Chopsticks

Presenting a new product Choose the product you want to present Think of five new features for it Draw and label it, showing the new features Look at the talk skeleton and make notes about your product Prepare and deliver your presentation to the class

Presenting a new product


Thank you very much for coming to our presentation. Our wonderful new product is called . Im going to tell you about it. Afterwards, you can ask questions. The . is fantastic! Firstly . Secondly . Also . And . Finally . We believe that our . is . I have time to answer two or three questions now Thank you all for listening!

Mistakes maze This activity gives learners an opportunity to focus on identifying grammar mistakes, in order to make their way through a maze Furthermore, learners work on correcting grammar mistakes, and can also create their own mistakes maze

Mistakes maze
IN. I live with my mum and dad on number 20. 1. Ive got a letter from my cousin. 2. Hes quite interested at cooking. 3. Whats the capital of Italy? 4. Have you got my new CD? 5. Theyre Mr Saleems books. 6. There are lots of interestings things to do in Salalah. 7. Has he got short curly hair?

Mistakes maze
8. Ahmed and I are both live in the same house. 9. Said doesnt like meat. 10. Giraffes clean sometimes their ears with their tongues. 11. Im wearing my green and yellow shirt. 12. Im going to drawing that dinosaur. 13. At first, did they had a lot to eat? 14. Our bus was late this night.

Mistakes maze
IN. I live with my mum and dad on number 20. 1. Ive got a letter from my cousin. 2. Hes quite interested at cooking. 3. Whats the capital of Italy? Right? Go to 3 4. Have you got my new CD? Wrong? Go to 14 5. Theyre Mr Saleems books. 6. There are lots of interestings things to do in Salalah. 7. Has he got short curly hair? 8. Ahmed and I are both live in the same house. 9. Said doesnt like meat. 10. Giraffes clean sometimes their ears with their tongues. Right? Go to 8 11. Im wearing my green and yellow shirt. Wrong? Go to 6 12. Im going to drawing that dinosaur. 13. At first, did they had a lot to eat? 14. Our bus was late this night.

Sloobie

In this activity, learners look at a text which contains nonsense words, and try to make sense of it from a grammatical perspective In addition, they use their knowledge of grammar in order to create the story

Sloobie

A sloobie is a brumpting silop which draches in a layod. It okuls from Klooblie, a zert in Fring. In order to ning a sloobie, the layod is larted by a ticfrous layoder.

Sloobie Use these words: country, fish, dancing, river, comes, Asia, lives A sloobie is a brumpting silop. It draches in a layod. It okuls from Klooblie. Klooblie is a zert in Fring.

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