Interacitive grammar games

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Interactive Grammar

1 A Visit with an Important Person! – Indefinite articles

2 Plural Soup - Plurals of regular and common irregular nouns

3 Scrambled Sentences - Word Order In a Sentence

4 Living Words – Word Order In a Sentence

5 Funny Animal Bingo – position of adjectives

6 Guess Who? – question words

7 Animal Fun - Personal pronoun it, adjectives

8 Loot Bag - Possessive “s”

9 Messy Classroom - Prepositions of place

10 Chain game - 3rd person singular in the simple present

11 Just do it – Imperative

12 Bingo On Grammar - Simple present tense

13 What Are You Doing? - present continuous

14 Where Is it - Question words who, what, where, when

15 Find It - 3rd person pronouns - he, she, it, they

16 Who’s Wearing What? – possessive adjectives

17 The Jellybean Hunt - Prepositions of place

18 Who is it? - Possessive adjectives, personal pronoun

19 Poor You - Modal auxiliaries: have to, can

20 I’m going to … - Future with “going to”

21 Command Expedition – Imperatives

22 Day by Day – present simple, adverbs of frequency

23 Playing Cards - present continuous

24 Monday Memories - Simple past tense of regular

25 Tic-Tac-Toe - Past tense of irregular verbs

• The alphabet • Objects • Food

• Indefinite articles (a / an)

• Groups of 6

• Chalkboard

• Reproducible 1

• Focus 1

Tell the students they will play a game in which they will have to remember different items

• The teacher should explain the use of “a” and “an” using Focus 1 and do some examples with the class

• When students are ready, write on the board the following sentence:

“I’m going to visit my grandmother and I’m taking a/an _”

• Tell the students that they have to complete the sentence with a word of their choice

• The single item chosen must start with the letter “a”

• The second student says the entire sentence and adds another single item starting with the letter “b”

• The third student must repeat the first two items and add an item starting with the letter “c”, and so forth

• At the end of the last round (if the teacher chooses to do more than one), students write on the

practice sheet (Reproducible 1) all the items they can remember

Structure

• I’m going to visit my grandmother and I’m taking a/an

Interaction

• Repeat please

• How do you spell ?

• It’s your turn

• What about you?

• Good idea!

• For beginner students, the teacher can provide a few word banks or have the students prepare

some for homework

• Several students may keep a record of the additions to the sentence and help to correct the

practice sheet (Reproducible 1)

• For written practice (in pairs) or as homework (individually), students can write their own list withletters “a” to “z” using the appropriate article

• This game can also be played in the past tense For example:

“ I went to visit my grandmother and I took a/an ”

• It is also possible to replace “grandmother” by another person or even a place

For example: “I’m going to school and I’m taking a lunch.”

AVisit with

an Important Person!

A Visit with an Important Person!

INTERACTIVE GRAMMAR

Instructions:

1 Remember the items of the game.

2 Write each one on a line below.

3 Use “a” or “an” before each item.

4 Illustrate the items in the boxes below.

INTERACTIVE GRAMMAR Focus 1

Example

“a” and “an”

a and an are indefinite articles

We use an before a word beginning with a vowel (a,e,i,o,u)

an apple

We use a before a word beginning with a consonant.

a dog

Example

I see an airplane in the sky.

I have a pebble in my shoe.

• Classroom objects, animals

and body parts

• Plurals of regular and common

irregular nouns

• Groups of 2 to 4 students

• Picture cards (Reproducible 1)

• Focus 2-A and 2-B

• Review vocabulary related to classroom objects, animals and body parts

• Tell the students that they are going to play a card game in which they will identify different classroomobjects, body parts and animals They will also have to use the correct plural form of the vocabulary inEnglish

• Form groups of two to four students

• Distribute a set of picture cards to each group of students

• Students place the picture cards face down in a pile

• Taking turns, each student draws a picture card from the pile and, speaking aloud, identifies the object onthe card along with the quantity, e.g.: one dog, two books, etc

• If the student correctly identifies the picture and quantity and pronounces the plural form to the tion of the rest of the team, that student may keep the card If the student is unable to correctly identifythe picture or does not pronounce the plural form correctly, that card is passed to the next student

satisfac-• The teacher should model the pronunciation of the plural “s” by exaggerating, e.g.: “Two bookssssss.”Students should also be encouraged to exaggerate the pronunciation

• This continues until all the cards in the pile have been correctly identified The student with the mostcards wins

• Whose turn is it?

• It’s my/your turn

• Students can make their own picture cards

• The activity can also be done with different themes, e.g.: food, sports articles, vehicles, clothing, thingsrelated to different special occasions (Christmas, Halloween, etc.)

, ,, ,

,,,

Name:

, ,,, ,,,, ,,,,

Name:

,,,, ,,,, ,,,,

,,

INTERACTIVE GRAMMAR Focus 2-A

Example

Plural s

When we put a noun in the plural form in English we add an s.

one dog - two dogs one cat - two cats

Example

For words that end in the letters s, x , sh or ch, we add es.

one bus - two buses one box - two boxes one brush - two brushes one church - two churches

The cats are in the boxes.

Seven smiling snakes.

Two heads are better than one!

INTERACTIVE GRAMMAR Focus 2-B

Example

Plural - Irregular Nouns

Some nouns are irregular.

We must learn the irregular plural forms of these words.

one child - two children one man - two men one woman - two women one foot - two feet one tooth - two teeth one mouse - two mice

The mice have big teeth The children have big feet.

• Factual information

• Word order in sentences

(subject - verb - object)

• Pairs

• Word cards (Reproducible 1)

• Envelopes

• Focus 3

• Tell students that they will place word cards in order to form sentences

• In advance prepare envelopes containing the word cards Provide one envelope for each pair of dents

stu-• On the board write an example of a simple sentence (subject - verb - object, e.g.: The cat is fat.)Point out the capital letter at the beginning and the period at the end; other examples can be solicitedfrom the students

• Have the students form pairs and give one envelope containing the words for 10 sentences to each pair

• Tell students to empty the envelope and move the words around to form 10 complete sentences

• When all the pairs have completed the task, correct the work with the whole class by having differentpairs read their sentences aloud

• Write the sentences on the board as they are read (a student can also do this) Accept all plausiblecombinations

• Ask students to put the cards back in the envelope when the sentence has been written on the board

Structure

The cat drinks milk

subject + verb + object

Interaction

• I’m next

• It’s my turn

• I agree

• No, I don’t think so

• Students can illustrate the sentences and post them in the classroom

• Students can create their own sentences for homework and repeat the activity with their new sentences

at the next class

• Silly sentences can be created by moving words around or by adding new words

• Students can be asked to group the words by category (subject, verb, object)

INTERACTIVE GRAMMAR Focus 3

subject + verb + object The cat + drinks + milk. (subject) (verb) (object)

• Factual information

• Word order in sentences

(subject - verb - object)

• Whole class

• Sentence sheets (Reproducibles 1 to 12)

• Focus 4

• Tell the students that they will have to form a complete sentence with the help of two other students

• Distribute the three parts of Reproducible 1 to be used as a sample sentence

Model the activity with the students

• Distribute the cut-up sentences (Reproducibles 2 to 11), one piece to each student in the class

• Students then move about the classroom and get together with other students who have a different part

of a sentence

• Each group must agree that the sentence is correct and makes sense

• When all the groups have been formed, the teacher has one student from each group read its

sentence The students should change groups if their sentence is incorrect

Structure

• The cat is big

subject + verb + object

Interaction

• Let’s get together

• Do you agree?

• I agree./ It’s O.K / Fine

• I don’t agree./ No way!

• The sentences can be written in the student’s copy book

• For more difficulty, adjectives and adverbs can be added to the sentences

• The teacher can have the students reflect on the different parts of a sentence

• The blank sentence sheet (Reproducible 12) can be used to create new sentences or even a short story

Living Words

✂

Living Words

✂

Living Words

✂

Living Words

✂

Living Words

✂

INTERACTIVE GRAMMAR Focus 4

Verb

action

Object

person or animal or object

The teacher draws a giraffe

• Animals

• Position of adjectives

• Whole class

• Bingo sheets (Reproducibles 1 and 2)

• Call cards (Reproducibles 3 and 4)

• Markers

• Focus 5

Tell the students that they will be playing a special kind of bingo using animals and colours

A PREPARATION

• Distribute one Bingo sheet per student (Reproducible 1 or 2)

• The teacher tells the students to choose a colour from the list

• The teacher tells the students to colour the animals with the colour of their choice; all the animals of abox are the same colour

• When the students are finished colouring the animals, the teacher tells the students to write the colours

in the grid, under each animal (the order is not important)

• The teacher gathers all the cards

B PLAYING THE GAME

• The teacher mixes up the cards prepared by the students and distributes them at random

• The teacher gives out markers to the students

• The teacher calls out the description of the animals using the call cards (Reproducibles 3 and 4)

• The students put markers in the grid according to the descriptions called and the colour of the animals

• Put a marker on

• Colour the animals

• Raise your hand

• Bingo!

• I win!

• Repeat please

• Can I have (some markers) please?

• In a cooperative setting, students can play in smaller groups of 4 to 6

• The teacher can change the grammar structure or the theme

Funny Animal Bingo

• Colour the animals

• Use these colours: black, white, green, brown or orange

• All the animals in a box have the same colour.

Funny Animal Bingo

Bingo Card

Game 2

BIGGER FUNNY ANIMALS

Instructions (A)

• Colour the animals

• Use these colours: black, white, yellow, grey, pink

• All the animals in a box have the same colour.

Funny Animal Bingo

ONE BIG BLACK CAT TWO GENTLE ORANGE DOGS TWO SLOW GREEN TURTLES ONE BIG WHITE CAT ONE FAST BLACK RABBIT TWO SLOW BROWN TURTLES ONE BIG GREEN CAT ONE FAST WHITE RABBIT TWO SLOW ORANGE TURTLES ONE BIG BROWN CAT ONE FAST GREEN RABBIT THREE SMALL BLACK FISH ONE BIG ORANGE CAT ONE FAST BROWN RABBIT THREE SMALL WHITE FISH TWO GENTLE BLACK DOGS ONE FAST ORANGE RABBIT THREE SMALL GREEN FISH TWO GENTLE YELLOW DOGS TWO SLOW BLACK TURTLES THREE SMALL BROWN FISH TWO GENTLE GREEN DOGS TWO SLOW YELLOW TURTLES THREE SMALL BROWN FISH TWO GENTLE BROWN DOGS

FUNNY ANIMAL BINGO

Call Cards

Game 1

PETS

Funny Animal Bingo

ONE TALL BLACK GIRAFFE TWO FAT PINK PIGS TWO ENORMOUS GREY ELEPHANTS ONE TALL YELLOW GIRAFFE THREE LONG BLACK SNAKES TWO ENORMOUS PINK ELEPHANTS ONE TALL WHITE GIRAFFE THREE LONG WHITE SNAKES THREE FIERCE BLACK TIGERS ONE TALL GREY GIRAFFE THREE LONG YELLOW SNAKES THREE FIERCE WHITE TIGERS ONE TALL PINK GIRAFFE THREE LONG GREY SNAKES THREE FIERCE YELLOW TIGERS TWO FAT BLACK PIGS THREE LONG PINK SNAKES THREE FIERCE GREY TIGERS TWO FAT YELLOW PIGS TWO ENORMOUS BLACK ELEPHANTS THREE FIERCE PINK TIGERS TWO FAT WHITE PIGS TWO ENORMOUS WHITE ELEPHANTS

TWO FAT GREY PIGS TWO ENORMOUS YELLOW ELEPHANTS

FUNNY ANIMAL BINGO

Call Cards

Game 2

BIGGER FUNNY ANIMALS

INTERACTIVE GRAMMAR Focus 5

Example

Adjectives

In English, adjectives come before the noun they describe.

A funny white rabbit

• Personal interests

• Question words: who, what

• Possessive adjectives: his, her

• Pairs (Part A)

• 2 large groups (Part B)

• Information cards (Reproducible 1)

• Box

• Focus 6

• Tell the students they will have to interview a person in the class so that they

can participate in a guessing game

Part A

• Have the students form pairs

• Distribute a card (Reproducible 1) to each student

• Teacher models a few questions with the class

• Each student interviews his/her partner (5 minutes)

Part B

• When everybody is finished, students put the completed cards in the box

• Teacher picks up a few cards and models giving the information

(An example should be written on the board)

• Taking turns, volunteers pick a card and give out the information to the class and the other studentstry to guess who is being described

Structure

• Who’s your favourite _?

• What’s your favourite _?

• His / her favourite _ is

Interaction

• Is it ?

• Excuse me?

• Repeat please!

• It’s your turn

• Use again later, changing the questions For example: what sport do you like best?

• Have students prepare interview questions for homework

• The class could also be divided into two smaller groups, with a student-moderator in each group;this would allow the teacher to observe the students in action

• The class could also be divided into four smaller groups of 7 to 8 students Each group takes turnsdescribing a member of the group while the other groups try to guess who is being described

The guessing groups should consult before giving an answer and points given for a good answer

Instructions:

Interview your partner

Write his or her answers.

Name of your partner: _ What’s your favourite colour? What’s your favourite sport? _ What’s your favourite animal? Who’s your favourite singer? _ Who’s your favourite teacher? Who’s your best friend? _ What’s your favourite ( _)?

Instructions:

Interview your partner

Write his or her answers.

INTERACTIVE GRAMMAR Focus 6

Possessive adjectives

Her favourite animal is a cat

His favourite animal is a dog

• Tell students they are going to talk about different animals while they play Tic-Tac-Toe.

• Inform the students that in order to put an "X" or an "O" on their Tic-Tac-Toe grid they will first have todescribe an animal in English

• Pair students

• Give each group one Tic-Tac-Toe grid (Reproducible 1 or 2)

• Tell students to use pencils to mark the "Xs" and "Os" on the grid so it may be erased and used again

• To place an "X" or an "O" on the grid, each student must use at least one adjective which correctlydescribes the animal in the square where the student wishes to put an "X" or an "O"

• Each description can only be used once per game

• The first student to get three "Xs" or "Os" in a row wins the game

• After ten minutes students with Reproducible 1 may exchange their erased grid with students who haveReproducible 2 In this way students have an opportunity to describe a variety of animals

• It is up to the teacher's discretion to allow points to be scored for games won

Structure

• It is adjective

• It's a/an adjective animal

Interaction

• It's my/your turn

• Draw/Put/Mark your "X"/"O"

• Don't repeat

• I/You win!

• This activity can be adapted to different themes relevant to class context such as food and

drinks, means of transportation, etc

• Students can prepare their own Tic-Tac-Toe grids by drawing some of their favourite animals

or other items depending on the context

• The activity can be done in groups of four, with teams of two students working together for

the "Xs" or "Os"

• To make the activity more difficult have students give two or more adjectives per animal