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    New Ways in Teaching Grammar

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    Teaching Grammar New Ways in Teaching Grammar SECOND EDITION | Connie Rylance and Andrea Kevech, Editors @tesolpress ®tesoLpress wr tek orgoookstore ‘TESOL International Association 1925 Balenger Avenue ‘Alexanciia, Virginia, 22314 USA wortesclorg Director of Publishing: Myma Jacobs (Copy Eaitor: Tomko Breland Production Editor: Kari 8. Dalton (Cover Design: Citine Sky Design Layout: Capitol Cornmunications, LLC Pinting: Gasch Printing, LLC Copyright © 2018 by TESOL Intemational Associaton Al rights reserved. Copying or further publication of the contents ofthis work are ot permited without permission of TESOL International Assocation, except for limited "far use" for educational, scholay, and siilar purposes as authorized by US. Copyright Law, in which case appropriate natice of tha souroe of the ‘work should be given, Permission to reproduce materia from ths book must be blained irom www. copyright. com, oF Contact Copyright Clearance Contr, rc 222 Rosewood Dive, Darwers, MA 01923, 8787508400, Every effort has bean made to contact copyright holders for permission to eprint borrowed material. We regret any oversights that may have occurred an! wil rectly them in fuze printings of ths work ISBN 9781945351099 Library of Congress Control Number 2017864008 Contents Introduction Part I. Noun Phrases Vacation Complainers, Jan Dormer. Acting Out Participial Adjectives, Bejamin . White Confused or Confusing? Participial Adjectives, Panels Couch U-Know Adjectives: Teaching Adjective Word Order With UNO, Enily Clark ‘Object Complement Compliments, ‘Tomoko Kura, Rie Suzuki, aed Bill Snyder Order of Adjectives Game, List Leopold Frequent Favorites, Jat Long Professional Extremes, Vora Holder Articles, Nouns, and Quantifiers Grocery Store Ad Scavenger Hunt, Sart Oka, ‘Authentic Activities for Article Usage, List Leopold Expressions of Quantity and Agreement, Sane Pow ‘The 4-Step Article Editing Process, Kany Mi ayghlin-Rajas Part il, Comparatives and Superlatives Guinness World Records, A.C: Kemp ‘Gummy Grammar: A Tasty Way to Practice Comparative and Superlative Adjectives, Bary Gililand Comparatives and Superlatives Survey, Mage Buren Beat the Clock, Thin Q Hoong Picture Dictation, Aiden McCollum Ill, Relative and Adverb Clauses Relative Clauses Descriptive Writing Using Where's Waly, Ln Chou Famous People, Places, and Things: Using Relative Clauses in an Engaging Context, Sars Ofllo. at 35 37 at 3 Inventors, Hanks Sennomiya Green Grammar: Using Relative Clauses to Define Environment-Related Noun Phrases, Seivina Fas ‘Writer's Choice: To Reduce or Not to Reduce a Relative Clause, Hendy Hing ond Susan Rudlan Give Me the Book That's Mine, Vicora Holder Identity Game, Tscy M. Mennon Tell Me Moret, ente Ca. ‘verb Causes Time to Come Cleant, Ehsan Tie Recycled Chunky Scrambled Sentences, Bll Smyer Part IV. Verb Tenses Present Progressive and Simple Present Tense Grammar Charades, Sara Okalo. What Is He Doing Now?, Renaie Boho Past Tense Been There, Done That: Travel Adventures and Irregular Past Tense Verbs, Seon H. Tland end Christopher Pond. ‘A Bank Robbery: Using a Fictional Event to Practice Past Progressive, Sor Okello Whe Did 12, Celsb Cred and Therese MoCamy (My Summer Getaway, Marit ¥ Ca ‘Speed Dating Makes Perfect: Achieving Grammatical Mastery Through Speaking Circles, ldko Porer-Seus Virtual City Tours, tizabeh J. Lange Past Tense and Sequence Adverbs, Zzana Toma’ and Kate Sadepour From Beginning to End, Dino Maloney Present Perfect Tense Explore, Explain, Express!, Maria Tia C. Mating Present Perfect Mingle, Erin Kueser. Traveling Around the World With Present Perfect Tense, ‘Margrta Misha Hire Mel, Recs Falmer 4s 50 52 53 55 37 70 n 1” % % 9 Past Perfect Tense Using the Past Perfect, Fer Chan Past Perfect Life Stories, Klly MeClure Tay Past Perfect Action Sequences, Jone Dieser. Mixed Tenses Planning for Change, Terence McLean ‘Vacations, Hlizabth J Lange. Verb-ography: Targeting Verb Production With Biographies, Ely Cle Verb Fun With Mr. Bean, Live Cisven Verb Tense Review Challenge, Lindsey Vico Verb Tenses for English for Academic Purposes: Three Ways ‘to Persuade or Motivate Someone, Melia Stamer Parson, Monica McCaision, Merina Green, and Macline Beards In the News, Jolene Jaqueyand Sars Otello Part V. Reported Speech and Questions: Interrogative and Embedded Speech Bubbles, naan Donen Indirect Speech Time Bomb, Aye hero Press Conference, Nol Dre Question That, joo: Jagins Embedded Questions Quiz Show, i Hation Part VI. Conditionals (Mysterious Telephone Calls, Safi Abdalla Hassan Fie What If... 2, NéoleBrun-Merer Impossible and Unlikely Situations, Ros Sampson If Were on Holiday, Neuen Neve Ngo Past Regrets, Jon Machi! Teaching the Present Unreal Through Songs, List Leopold Win As Much As Possiblel, Matthew Jems Dole Guess the Result, Frit Klgheys Talking About Hypothetical Conditions and Results, Fert Kiko, Kenan Gai, and Tarkan Gib 100 102 108 107 109 2 uw us 10 1m 1a 129 a3 1 136 aw 140 var va 16 Part Vil. Modal Verbs Traveling the World With Modal, Reais obatova, Could You Do Me a Favor? Using Modals to Make Polite Requests, Jolene Jaguaye and Sara Oko What Could | Do?, Lily Vere! You Make the Rules, Dino Mahoney Part Vit ‘Verb Complementation Celebrity 1D With Gerunds and Infinitives, Nikki Ashraf CCausatives: One Word Makes a Difference, Rat Brinks Lodewood Gerunds and Infinitives The-Tac-Toe, Jey Kausmon Part IX. Active and Passive Voice/Ergative Verbs Describing Food Chains: Using Active and Passive Voice, ‘Karen M. Gregory Using Passives and Gerunds to Describe a Process: An English for Academic Purposes Approach, Monie MeCuistion, ‘Maiza tamer Petenon, Maralino Berard, ond Caray Heacck Classroom Chaos, Renate Boatove Emma Has an Enemy, Rodney Joes Part X. Using Corpora and Dictionaries Incorporating Corpus Data (COCA) In Teaching Phrasal Verbs, inl Ye and Ve Ane Using Corpora to Teach Spoken Grammar, L-Shih Huang Incorporating Corpus Data (COCA) in Teaching Reported Speech, sl Alun ing Grammar From Learner Dictionaries, ‘Shaasi Shavaimov and Uughek Nurmubhamedor Prepositions in Academic Writing, Lise Lenpold Lea 151 183 155 17 161 163 166 169 m ma 175 179 181 105 186 188 rt XI. Grammar for Writing ‘Composing and style ‘Grammar for Academic Writing, Vijay Svoustove snd Madhavi Gayadi Raman Model Sentences for Narrative Writing, Andress Niclas Grammar, Style, and the Choices We Make as Writers, LoriA. Randall Collaborative Newspaper Project, Erin Kiser News Headlines, Ras: Sempion Problems and Pain and Parallel Structure, Kher Chan Revising Sticky Grammar With Sticky Notes, Zazena Toma and Melxa Quasundlla ‘Small Group Grammar Workshop, Jean I, Armld Get Me Right!, HijayeSrivas and Madhavi Gayatei Raman Error Bingo, Martin McMorow Publishing Partners, Rebs Palner Sentence Auction, Sassn Siam Noticing How Words Work, Soo Kim Bee and Carine Ho ‘Making Editing Fun Through Collaborative Competition, ‘Tish Dowling and nga Yo Reinforcing Prepositions of Place Through Social Media, [NislesSanavca, Trin Shriver Kelly Stanunas, nd ene TenBuchen Part XII. More Grammar Fun ‘Mastering Parts of Speech, Kay Stonienes Process Speaking for Grammatical Accuracy, Erica Sponberg end Xue Ri Grammar Treasure Hunt, Bar Burghait Grammar Targets, Sun Kase 12 196 199 201 203 205 207 209 212 218 216 218 220 2 228 229 234 234 236 INTRODUCTION ‘Welcome wo New Hays in Teaching Grammer Second Eilon! Since beginning work on this edition, we have often been asked if grammar instruc= tion remains an important component of the ESL/EFL. classroom and if there isa reed for this book. Afer al, inthe 19805 withthe foxndasion of communicative Tanguage principles, we saw shift away from gramenar-oricnted instruction toward ‘luency-oriented methods. More recently, however, form-focused instruction and corrective feedback have been recognized as having a significant roe inthe second language classroom (Lightbown & Spada, 2013). Indeed, as Hinkel (2016) notes, Jatvely accurate grammar is an essential tool for producing comprehensible sen- ences that can become apart of coherent test (p. 381). This resomates with what experienced teachers know. Artention to graramariscritical for leamerst effectively ‘communicate in a second language. The question then becomes hovr teachers can apply grammar-focusing techniques to promote accuracy as wel as fluency in their classrooms. According «9 Brown (2014) in Teaching by Principles, these techniques need to be a8 meaningful, engaging, and motivating as posible. We believe that the aetiviies in New Hays Teadaing Grammar meet these criteria Readers ofthe frst edition willbe pleased to see that we have included 2 number of ‘updated versions of those activites here. The new contributions cover 2 wide range ‘of activites andl teaching techniques, from introducing specific grammar point to providing meaningfl, contextalized practice and opportaites for ereative ask- and project-based learning ‘Many of the new activities also reflect an important addition to teaching practices since the last edition: the ubiquity of dial resources forthe classroom. Whether making use of digtal devices like laptops and smart phones, relying on computer projection to shove internet content, or making, use of data-driven research with ‘online corpora resources, teachers wil ind a variety of ways to effectively ineorpo- rate technology to enhance student learning, ‘When you see this con, go to wwwwtesolorg/teschingorarnmar to access these valuable resources. All appendixes are avalabe online ‘Tume-tested techniques of communicative language teaching with a form-focos component are included here 25 well—gap-filing, role-plys, songs, gpmes— setivites that promote noticing and consciousnest-rasing erget production, pro- more automaticity and enable stadents to internalize new material. Srodents can ‘engage in quis shows, speed dating, seavenger hunts, survey, improw—and upload their data and photos to class websites or socal medi ‘We keowe that dhe materials and resources available to each educator varys however, forthe sake of simplicy, the activities in this book assume tha all reachers have accesso blackboard or vshiteboard, and paper and writing tens ‘We need to expres our apprevation to our colleagues around the world, native~ and onnative-English-speaking teachers, the contributors who made ths edition pose sible, We are grateful for your willingness to share your experts. Inoductn |b ‘We would ike to acknowledge Robyn Brinks Lockwood, who encouraged us t0 take on thie project and provided expert guidance chroughout its development, and ‘Esther Chan, who lent us her unfiling energy and invaluable editing sis during Tong days of revising Finally, we acknowledge our families, who were left ro fend for themselves as we ‘pored over subissons, Thanks The Cary Crew—Stephen, Rebeccs, nd Brian— for their support onthe homie front, As for you, Jonathan Simd, this i for you. “To our readers, we wish you every success and much fan as you implement these ‘engaging scivites. ‘Connie Rylance and Andrea Kevech REFERENCES. Brown, H. D. 2014). Teaching by principles: An interactive approach to language pedagogy (th ed). Hoboken, NJ: Pearson Education EST. Lightbown, P, & Spada, N. (2013). How languages are learned (4th ed). Oxford, ‘United Kingdom: Osford University Press. Hinkel, E2016). Priorizing grammar w teach or not to teach. In E. Hinkel, “Handbook of rent in scond language teaching and leaning (Vol 3, pp. 369-383). Abingsion, United Kingsom: Routledge. Noun Phrases * Adjectives, Adverbs, and Nouns + Articles, Nouns, and Quantifiers Vacation Complainers Jan Dormer Levels High beginner to intermediate Aims Produce sentences using [too + adjective + to] las Time 15 minutes ‘Preparation Time 15 minutes ‘Resources (Cards with vacation spots students ae familar with PROCEDURE 1, Askstodents ifthey have ever visited a nice place and heard others complsining, for eaample, aboot the weather, the prices, or the hotel. Tell students about one cof your own experiences, a in the following example coy vised Germany. Lenjoed being in a quaint old own inthe wintertime, But T eard someone at the gueshouse complaining. He said + Too cold wale aroand town, +The somes ane fo dar at nig se wae you ging + A while isto expensive ret 2, Once students have understood the sentences, write several of them on the board 3, Point out the [ts + adjective + ©] construction in cach sentence, explining ‘that fo, unlike very, has a negative connotation, 4. Give each student a card with a vacation spot om it, Have them write three sentences lke the ones onthe board, aif they were complaining tours. 5, Have students share ther ree sentences, With that information, the clas ties (o guess the locaton. CAVEATS AND OPTIONS 1, It’s best not to include your own students’ hometovns to avoid negative oF potentially offensive comments 2, You could use locations all within one country. This could be a good way to help seadents gett know new loeations in 3 new country. action Complner | 2 3. Ifstudents have rouble guessing loations, you can provide on che board list, of possible locations 44. After students have made their statements, they can chen create postive state- ‘ments, such 2s The in stm is:0 goed tha don't med to rena a. ADJECTIVES, ADVERBS, AND NOU Acting Out Participial Adjectives Benjamin}. White Levels Intermediate t advanced {through visual and Kinesthete means ‘lass Time "= 30-45 minutes Preparation Time 10 minutes Resources ‘Slips of paper with edjective pars (OE cawes fen ws an ~ing adetve when te -d ajo form is needed and ‘Hes versa. For example: “This clas iso bora Ieis ell making me Boring Tn this devin. students earn the key seman diference berween these wo type of ade tives through drawing and acing PROCEDURE 1, Pat the following noun phrases on the board and ask students to draw four pictures, one for each phrase sn interesting child an interested child the annoyed teacher the annoying teacher 2, Havestudents compare ther drawings in smal groups to ind any similarities in the piewores between the inte child and the anno wscer and then between ‘he intersting child and the annoying veh. 5, Point out to students that ana adjective expresses an emotion cht is experi= enced or felt by wha it mocifies. For example, referring to the recently draven Pictures, something influences the chill and the child fels interested. An ~ing adjecive expresses an effect the modified nown has on others. For example, the interesting child causes others tobe interested. Use visuals to show the direc- ‘ion of influence ed sing a " sOe -e5 t u ‘ein OU Fria ects | 5 4, Put alist of participa adjective pairs on the board, There should be atleast, a8 many adjetives as there are students. Encourage students to look up any ‘vordscon the board they are unamiliar wth, Here i list of adjective pais that ‘work wel, confased/confiasing inmcresed/iteresing bored boring annoyeddannoying disgusteddisgusting ‘worried/worrying fiightenedinghtening sickenedsickening threatened/hreatening charmed/charming 5. Pairstudents and distribute a different adjective pair (iten om a slip of paper) to cach pair of students, Instrct students to mime the words they have been given with their parmers. They should not speak, but encourage them to use facial expressions and body movements Provide a model by miming one of the adjecive pairs and asking the elas to guess which par was immed.) 6, Give student pairs ie to prepare how they vill mime their words, explaining ‘hat one student mimes the -el adjective while the other stodent mimes the ing adjective 7. Ask each pair to mime their adjectives for che rest ofthe class to guess which adjective pair was mimed and which partner mimed each word CAVEATS AND OPTIONS 1, For aovist on the activin each student par can ac out brief scene or sketch oftheir own creation using their adjective pars. Here els of adjectives that ‘work well for dis sep. tiredtiring amazed/amazing cembarrassed/embarrssing __convinced/convineing threatened/hreatening frustrated ewstrating comfortedeomforting entertsinedienteraning insted ivtating verifederiffing 2, Forlower-level clasts, allow dictionaries to check forthe meaning of adjectives, 3. Because not al partcpial adjectives come in pairs (2. sand but not ari), check for this spe of overgenerlizing. 4. When using these acsvities with lower level learners, restrict the adjectives t0 high-frequency adjective pars, such as interesting and Welborn. DIECTIVE o Confused or Confusing? Participial Adjectives Pamela Couch Intermeclote ‘Practice the two forms of -ing and -ed participal adjectives ‘50 minutes 20 minutes “Find someone who" handout (teacher created) (Prices fen confine the cwo forms of parcial ajsives, Though many (Gamma bols pcsen therm simulneoshy ts ay pete he ay for Soeand ten compuc wih thea fom PROCEDURE Parti:-ing 1, Prepate a “Find Someone Who” handout with items using ad and ~ing ajc ‘ives. Examples: “Find someone who is surprised by today’s lesson"; “Find someone who likes terifying movies. 2, Wie the following or similar) ~ing adjectives across the top ofthe white boar: exciting confising frightening boring —_—ineresting 3. Give examples of how these words act as adjectives to describe nouns of noun phrases, jast lke other adjectives do. Examples: “I saw an exciting movie last fight” oF “Last night’ movie was exciting” 4. Round 1: In small groups, have students brainstorm a short list of nouns oF rnown phrases that could be used with hese adjectives, For example, for ecit- ing, stodents might viite “a roller coaster” and for confusing they might vite “English.” Ager a fewr minutes, have students go to the board and wite one contribution from thei lists under the adjective that describes it. The groups then compare their conuibutions, noting how chit answers sometimes difer For example, is their English class exciting, confusing, frightening, boring oF interesting? 5. Round 2: Ask the groups to take cums reading aloud a different noun (not ‘writen on the board) ftom their brainstormed list, while the other sudents guess which adjective describes that noun. For example, one group might say homework,” and the other students might say “interesting,” “boring,” or even “fightening " The group thac gave the word ean then confirm the correc guess ‘or supply the adjective ifnot guessed, confused or Canfring? ParepaAjecties | 7 Part i -eed 1. White she ef forms ofeach ative (sit, ed) on another pat of the ‘shite bord esning tha hit form describes how emeone Fels. Give dm example soch at" feeVam exsted when Ide a role coaster” NOTE: Stodents may ec avery quick view of onacton vers tit re fllowed By adjectives, such as be and fee, 2. In groups or invidallystdens write sentences on dhe board with cach oF thecal adjectives wing she patter, [ed ho... Give fedbnck onthe sentences, noting the correct se or providing Goneton ifnecesay, 3, Diaibute the “Find Someone Who" tandout, As students find cassmates vito anower ef the question and have them sign their ame fo that tem Student should mil round the room to gta many diferent signatures 1s pomble,Citelat o ensure thar stdens are no simpy miming the eyo Pintngo the hand but rather sing heir castes whether the desetpe fon on the handout is tha person 4. Stop the activity when one siden has completed the entire grid ori or hen the lloned dime ip. Tke 3 fe annus to review the answers, making sure thar stdens are clear about he frm ofeach ject: This cca also be dane a3 fllow-up activity the net day to eve the Rn ADIECTI U-Know Adjectives: Teaching Adjective Word Order With UNO eit Clark levels ‘Beginner to intermediate ‘Aims Practice using adjectives inthe corect order Chass Time 15 minutes ‘Preparation Time 10 minutes Resources [UNO cards (or print coloredinumbered cards) st of adjective order PROCEDURE 1 [Before this activin, prepare a set of index cards with a different noun written fom cach, Alo, give each student sist of adjeeive word order. You should have already taught, practiced, and reviewed this ist prior to the activi. Set up students in a circle of circles, depending on the number of sdens. ‘There should be no more than 10 stadents per ciel. Briefly review the word order sheet asa whole cass asivity (1-2 mints) Exch student draws an UNO card and an index card with 4 nos writen on it "There ae different options for whae type of UNO card the studene might dav, Each ype of card requires a different take ‘+ Ifthey draw-an UNO card witha number, they have to wse che number of adjesives tha the card sty to desribe the noun. Ifthe person can incorpo rate the color of the card into the adjective order, then they can eam an extra point. For example, if student drew a Red 4 UNO card and a noun card ‘withthe word “man,” the student might say: “The unusual, ol, rei-heird, Amerian man,” This sentence would ear 5 points! + Ia smdenedrawsa skip card, then dhe next person in the ctl is skipped + fa student draws a wild eard, they got to choose a number and color that they want. (¢g, Blue 1 or Red 4). Choosing a higher number could mean more points, but itis more challenging + Ifa sdent draws 2 +2 card, they have to add nwo adjectives to the number of adjectives that che person before them had. ‘iow adjectives nhingAacve Word Ger WAR UNO | 9 + Ifthey deawa +4 card, they cn choose to skip a turn or automatically use four adjectives. + Ifthey gota reverse card, they should ty to put at least five adjectives in buclward order, beginning to the lef ofthe noun. For example, for the noun, “nurse,” they might say “Lao, young, thin, small, beautiful.” They would then repea the entire phrase in the correct order "The beautiful small thin, young, Lao nurse.” CAVEATS AND OPTIONS 1 Be sure to explain that more than thee adjectives before a noun is excessive Also, be sure t aller time for giving directions, You might also need to model and use examples o help students understand, 2. You can fllow up this activity by giving the students simple sentences with one adjective to desribe the same nown and then get them wo combine this into one Example: The kind man smiled at me. The tall man smiled at me. The old ‘man smiled at me, > The kind, tll, lel man smiled at me 3. Apack of standard playing cards would ako work for this game. The numbers and suits would serve as number or ype of adjectives andthe Ace, Jack, Queen, King, and Joker could be used to skip a person, add extra adjectives, or add a drawing element wo che aceving REFERENCES AND FURTHER READING ‘Cambridge Dictionary: 2017) Adjectives: Order. Retrieved from herpyictionary cambridge org/us/grammar/briish-grammar/about-adjectives-and-adverbs (adjectives-order Pearson Longman. (2 003-2012). Order of adjectives. Retrieved from hepww pearsonlongman.com/ae/azar/grammar_ex/message_board/archive/atiles 700062 hem ADJECTIVES, ADVE Object Complement Compliments Tek Kure, le Supt Bl Sayer levels ‘igh beginner to intermediate ‘ims Produce sentences using object complement constructions Recycle previously studied vocabulary Practice delivering compliments ‘Class Time 10-15 minutes Preparation Time 0-5 minutes Resources Creo ileal oe conan PROCEDURE 1. White the verbs on the board with accompanying model sentences with both adjectives and noun phases as object complements. Be sure t point out ‘that wsing 6 be with verbs is optional in ehese constructions, except with the verb kn. Examples sider: I consider Haran (tobe) kind + Dh ehink Chiho (to be) a talented speaker ‘+ Find: Lfind Naoki (to be) a reliable partner. + Know Uno Hieo o be considerate. ‘Supply students with a list of complimentary adjectives and noun phrases. Alternatively clcit fram students a Hist of nie things to say about each other, land record on the board, Examples: ‘Adjectives | cheerful, 2s/g0ing, good, honest, generous, fast reable, ‘ee, alte, ind, earful, hardworlin, create, clever, per-mindes, strong, intresting, considerate ‘Noun Phases | a fart nner 2 good writer rlabe partner a creative ats {hardworking stadent a ganetous fiend, a cheerful dassmate, fan easygong partney, 2 talented speaker, 3 careful istenes, on Ineeesting person Objet Complement Cmplinens | 11 ng that student to 3. Begin the accivty by complimenting one student, then asking that ‘compliment a second stadent osing a diferent [verb + object] complement ‘cmituction. Student 2 should then compliment Student 3 and so on, with the chain of compliments exhausted only when every student has given and received 3 compliment. CAVEATS AND OPTIONS 1. This activity works best when a foundation of good relations has been well ‘established. Keep the aumosphere postive, discouraging saream or other potca= tilly insensinve responses, 2, Shudents cam be caught to speak culturally pragmatic responses to compliments, such as “Thank you: chat's very kind,” of “I appreciate your saying that,” before offering the nest compliment. 3. The activity can be cured into a memory chan activity with students being asked to remember and repeat all the compliments given before them. This ‘would add additional practice using third person singulat —> (eg, Harumi considers Naoki a generous fiend. Lfind...), The teacher can challenge the lass to ty to remember all the compliments, allowing students to help each other remember, and offer a class reward if they are successful [ADIECTIVES, ADVERBS, AND NOUN: Order of Adjectives Game Lisa Leopold levels Intermediate -Lzarn the corect order of adjectives in English minutes 45 minutes Index cords Projector Order of adjectives handout (teacher created) © rodents lean the correct sequence of adjective order and practice making ajec- tive strings modeled afer the card game Canasta PROCEDURE 1. Imadvance, prepate decks of 120 cards (one deck for each group of four players): ‘+ 80 cards, inclading 10 adjectives from each ofthe eight adjective caxegoies| + tO cards, each witha determiner, such 38 thi, de 0, dhe ‘+ 30 ards, halfof which ae singular nouns and half plural noons In adliton to the adjective or noun appearing on each card, the cad is aso labeled with a point value betveen 1 and 10; More common adjectives, such as the determiners 4, an, oF te, ae assigned lower point values than more sophis- ticated adjectives, sch 3 lash or ebmexious 2, Introice learners ta puzzle. Project on screen a disorganized set of adjectives, cach pertaining toa different category of adjective (eg, size, shape, color) and all maging the same noun. Ask leamers to properly sequence the adjectives. ‘One example could be reordering che following phrase: sturdy lage old rect angular red door.” Asklearers why they sequenced the adjetvesina particular onder. 3. Presene leamers with the correct order of adjectives in English: determiner, {quantity oF namber, quay oF opinion, size, age, shape, color, proper adjec~ tive, purpose or qualifier, noun. Follosing this pattem, leamers reorder other ‘mised phrases projected on the screen. For example, learners might sequence the allowing phrase: “a beawtifl litle square blue pillow” Provide them with 2 handout far order of adjectives (e.g, "Order of adjectives: How to order adjec- tives in English” sewvigingersoftware.com/content/grammar-rule/adjectves Jorder-oF adjectives) Ondr of aectine Game | 13 4. Till leamners chey will be playing a card game in teams. The objective is for learners to eliminate all their cards by creating 38 many’ logical and accurate ‘matches of word strings as possible, with no more than one adjective belonging toeach category: (See Appendis for possible word stings eamples.) 5, Arrange learners in groups of four (so teams of two members). Provide each group with a deck of 120 cards, Deal 11 cards (rom the deck of 120 cards) co every player, with the remaining cards placed on 2 ple fae-down i the center of the grovp, 6, Learners can form any logical st of at leas three words, sch as «blac cat and cam the total points on each of the thee cards, such asa = 1, black = 2, and fora tral of 7 points. The fis player pick card fom the deck, places , forms logical matches using as many cards as possible from her hand and including the face-up card, and ends the cur by discarding 2 card from her hand face up co form the discard pile 17. The following players can then choose to draw a card from the deck of cards ‘or take the entire discard pie. In addicion to forming cheir own string, players ‘an alo add to their eammates’ strings. (Le, 2 player may add the adjective big to the already formed « Back cat to form «big lack ct. A player who is able 10 ‘correctly complete string of 10 words (one word per category) earns 100 bonus point for that “perfect” string 8, Encourage ll players to look out for any errors in their own or in the opposing team’s arin. Be prepared to acts refere, 9. Once a player eliminates all his or her card, the points are added from both parmers' word strings, and any cards players ae sill holding in their hands esulein those points being deducted, 10, Allow each group to play two rounds and then postal scores on the board! CAVEATS AND OPTIONS 1, Monitor students strings by circulating among the groups and correcting any ‘inaccurate stings of words before the final ally. 2, Toaajost the level of challenge, leamers can play the game with or without the reference sheet fr adjective order 3, Fors more compesitive activity, make atime limit or offer prizes APPENDIX: Sample Adjective Strings for Game The four futly brown dogs A timid elderly talian lady The tree beautiful large new rectangular clear Russian crystal vases ‘The seven talented young American singers Five delicious lrge ice-cream cones ADJECTIVES, ADVERES, AN Frequent Favorites Janet ong levels Beginner to intermediate lms “Learn to ask and answer questions using adverbs of frequency ‘lass Time 45 minutes Preparation Time None resources Notecards (rowers PROCEDURE 1. Askthe class to brainstorm ist of favorite activities, creating lis on the board ofa least 10-15 ers. Example Foor Atsites surfthe intemet pay games cook gotothegym ——readabook alk with fiends playbasketball chatonline play soccer ‘0 shopping swatch movies goto the beach walkin the park takea nap 2, Wie the sentence starter “How often do you... in one week?” on che board and askindvidual students about the activities listed on the board, Encourage them to answer by volunteering the number of times they do the activity in a week 3, Make a lis of adverbs of frequency on board, matching each to the number of simesina week t represents, The ist fora beginning group may lok follows: Adverbs of Foguency Aways Times a weekiovery day Usually, Often 5S-6timesa week Sometimes Stimes a week Rarely 1-2imes 2 week Never Osimes aweek 4, Ask individual students questions about how often hey do activites, having "hem use an adverb of frequency in their response Example How ofien do you _ Tsamaines watch movies 5, Give each student 2 notecard and ask them wtte a question on their nteeard using the same sentence starter and one of the favorite activities" from thelist, on the boar, 6 Circulate and check the questions 7. Ask students to mingle with their classmates and ask the question on the note- card. Each student should keep 2 tally of responses. By the end of the time, seudents will have the names and adverbs 8, Have students report tothe class or in writing how often their classmates do the aetivityon thei cards Examples + Robyn always goes tothe beach. Esther and Andrea sometimes go to the beac ‘Rob and Connie rarely goto the beach, and Pamela never goes othe beach. CAVEATS AND OPTIONS 4, To elp stadents better understand the activity, model each stage of the process: Create the nocecard, interview some students, record the answers, and report the result 2. Choose the adverbs in Step 3 according othe clas level and needs 3. Include more choices and lower frequency words for intermediate students Examples: ocasionally, intermittent. 4. Students can create to questions to use in the interviews They can then com= pare/contrast the responses to the two questions ADJECTIVES, ADVERE Professional Extremes Victoria Holder levels Intermediate to advanced Ais Produce [50 + that + result sentences loss Time 25 minutes Preparation Time None Fezourees ‘Computer projection (optional) a Moses es apts js pasts ta on eens mae ye Son Ae ae snide esi wok PROCEDURE 1, As a class, brainstorm jobs and profes the board, 2, Also as a chs, brainstorm adjectives that could describe people in at leat ew ofthe professions or jobs. In other words, no adjectives should be applicable 10 conly one profession-—each should be as versatile as posible. (atleast 20), wring chem all on Professions hair stylist dca analyst, sientie salesperson sdministrativeasistant singer bus driver professor mechanic lawyer doctor nse Judge police oficer Dank teller musician firefighter bank robber carpenter plumber politician Adjectives cheerful slim all introverted old smart salented loud rich fase ineligent crefal good honest dishonest, strong, bad strict haeawyset clever 3. Pair scodents, leting them Inow that theit mission is to make a sentence that allows the rest of the class to guess the job or profession of the subject ofthe sentence. Ask each pair to make at least tro sentences in which they match fone adjective with one profession—without actually mentioning the profes- sion—according to the pattern [w+ adjective + chat clause). Example: He's so careful chat is cash drawer is always correct at che end of the day. (Answer ‘hank teller) 4 Give at leat three more examples forthe lass to guess, writing them on the ‘board so that they are well prepared to begin the activi Additional Examples ‘+ He isso loud that people can hear him inthe lst row ofthe highest balcony inthe theater. (Answer: Singer) ‘+ She isso talented chat she ean play seven diferent instruments, (Answer: Musician) + She ss polite that her regular passengers bring her presents for Christmas (Answer: Bos driver) 5. Have each pair of students present theit sentence(s tothe class for guessing, CAVEATS AND OPTIONS 1. The emtte activity can be done asa whole clas activity to save tte. However, Some quieter students may be ls likely to participate. 2. Alternatively this format could be used to practice adverbs (eg, "He dives 0 ‘aelesly that his passengers always fll on che floor”) by brainstonming either verbs (drives, cus) oF adverbs instead of adjectives. ARTICLES, . Grocery Store Ad Scavenger Hunt ‘sara Okla Levels Beginner ‘aims Proctce identifying and using singulr and plural nouns ‘and count end noncount nouns Practice asking questions about grocery items lass Time 10-15 minutes ‘Preparation Time 5-10 minutes Resources ‘Grocery store ads Grocery store ad scavenger hunt (Appendix) GDB. anton savy provides beganing wads with engaging practic in Content that they encour in every reading grocery tore a PROCEDURE 1, Review count and noncount nouns an hovr to form singular and plural 2, Distribute a grocery store ad to each student or pair of sredents 3. Give each student 2 copy of the Grocery Store Ad Scavenger Hunt handout (Appendix). 4, Explain che concept ofa scavenger hune and tha the students are ging to go fom a scavenger hunt in class by looking inthe grocery ad for items fom each category on the handout. 5. Have students practice asking questions about the ites they ind ‘Examples How much dos that ot? + Whe clorshapelize is ba? + Whe di ou fd tha ite? CAVEATS AND OPTIONS |. Make this activity into a competition fo see which student or pair of students completes the handout correctly frst 2. Grocery store ads can come ffom different stores as long 2s students have the same categories that are on the activity handout. 3. You eam also use electronic ads from store websites, and students an also fillout the activity handout by ping on a computer or tablet ARTICLES, NOUNS, AND QUANTIFIERS Authentic Activities for Article Usage ise Leopold Intermediate to advanced ‘eam and apply principles governing article usage t0.edt writing for accuracy (ass Time 2 hours Preparation Time 2 hours Resources ‘A collection of student sentences with article and count ‘nancount noun errors ‘loze newspaper article (Appendix) ‘Computer projection Jeopardy template (available fora smal fee) “Ja this activity, students lear principles governing aticle wsage and apply that Jnowledge in two atvities: Selecting the correct article and justifying thet choice in a cloze exercise of an authentic newspaper article and editing their owm article ‘mistakes in afin Jeopardy game. PROCEDURE 1. Introduce students principles governing article usge based on the flowchart from the Writing Center a the University of North Carolina at Chapel Fill ‘writingcenterone.ede/handoutwaticley! 2. Review the difference between count and noacouné nouns and common and proper nouns, making sure cach step of the lv chart is clear. Elicit several ‘cramps of count, noncount, and proper nouns, olfring corrective feedback senceded. 5, Provide students with an authentic news passage with the articles blanked out (see Appendix). Give each student 2 turn to select che cotrect article among the following choices: no ante, a, an, or te, Stadente must justify their selection based on the principles from the flowchart. Review the answers, explaining any sliserepancies or items that may have more than one correct answer 4. Inadvance, prepare a Jeopardy template available fora small fe at worwcedtech network.com/powerpoint html) with student sentences containing one or more article errors Divide the cass into two or dhee eams and playa Jeopardy game ‘which tam take ts selecting a box on the Jeopardy template projected on ‘he board and see an (anonymous) classmate’ sentence containing one or more article erors which they must correc 5. Give the team I minute co discuss before one member announces ther final answer, Remind teams that they may have to add, delete, or change one or more Srvicles as well as justi their answer using the Rlowchare, Reward the team ‘point for each ertor they can correc. Keep a tally of the points 6, Play anti ll boxes on che template have been opened and the sentences cor- rected, Offer prizes forall eams. CAVEATS AND OPTIONS 1. For smaller classes, students may compete as individuals in the Jeopardy game, 2, When making the jeopardy template, consider how many squares to include. "The more squares, the longer the game wil take 3, Instead of a Jeopardy game, you may design a game using a deck of ears with 2 efferent poine value assigned to each question. Before teams answer theit ‘questions, they select a card from a presorted deck with the numbers 2-10 co Cliscover the point valve assigned to their question. Then, shey «ake curns revis- {ng sentences containing article errors displayed an a projector, earning berween 2 and 10 points for every correct mnswer 4. This sequence of activites works well for practicing other grammatical strc= ‘tures, such asverb tense, After teaching stadents about verb enses, distribute an authentic news article made into to a verb claze exercise. Play a Jeopardy game ‘created from student sentences containing one of more errors ia verb tense APPENDIX: Article Cloze Excerpt from “United Nations Group Warns on Emisions," etrieved from wcnytimes.cony2013/1 /0Sjworld/europelunited-nations-group-warrs-on emissions hr 1 Major pollsters must immediately begin to reduce 2.__ greenhouse gas emissions if. rise in 4 lobal temper- atures isto be held in check without paying 5. higher price lter Answer Key 1. No article all of them everywhere / pura 2, No artce/ all of them evenpwhere / plural 3. The/ this one exactly /singular 4. No article all of them everywhere / plural 5. A/one of many ‘singular athens Yor Re Wage | 2 | | | ARTICLES, NOUNS, AND QUANTIFIERS. Expressions of Quantity and Agreement Sendra Powell levels High intermediate to advanced Aime Practice using expressions of quantity while talking about date Learn subjectiverb agreement rules for problematic subjects (collective nouns, percentages and fractions, mostalinone, imajortyiminoriy lass Time 30 minutes-2 hours Preparation Time 20 minutes Resources ‘Survey data (00 Appendin) ‘ules for subjectverb agreement from a style manual or University wilting center website