AZAR GRAMMAR SERIES expansion activities intermidate level 3rd edition

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Expansion Activities Fundamentals of English Grammar, 3rd Edition Chapter 1: Present Time

Materials needed: Small slips of paper with a job written on

each one

Description: An adaptation of the old American TV game show

The instructor writes names of jobs on slips of paper and lets the

first student choose one This student sits at the front of the class

and answers questions from the rest of the students

The rest of the class has to guess the student’s imaginary occupation The students can

only ask yes/no questions The questions may include adverbs of frequency For example:

Do you always work indoors? Yes, I do

Do you work in an office? I sometimes work in an office

Do you use a computer? Yes, I often use a computer

Are you a computer programmer? No, I’m not

Do you usually work with math and numbers? No, I rarely work with numbers

Do you work alone? No, I don’t

Do you talk a lot in your job? Yes, I do

Do you talk a lot on the phone? No, not on the phone

Do you talk a lot with groups of people? Yes, I usually talk with groups

Are you a supervisor ? No, I’m not

Are you an English teacher? Yes, I am!

The jobs, of course, should be selected based on the level and background experience of

your class Consider students’ knowledge of the job’s existence and their knowledge of

English vocabulary neededfor the job Encourage them to use complete sentences in their

questions and adverbs of frequency in their questions and answers

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Expansion Activities Fundamentals of English Grammar, 3rd Edition Chapter 2: Past Time

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Materials needed: Small slips of paper with a base-form

verb on each Many of the verbs should be irregular

Description: Students will create an oral story as a group,

using the verb they selected at random

If possible, arrange the desks in a circle If that isn’t possible, try standing around the room in a large circle Finally, if there are more than 20 students in the class, you may want to do this in two groups simultaneously

Let students choose a verb slip at random from a hat or container Then begin the story with a scenario

For example, the teacher might begin:

“For many years, the old Peterman house on the hill looked down on the town of Maybridge The house was in bad condition, its paint peeling, its wood rotting Nothing grew around the house The grass was always brown, and the trees leafless and dead

Even though old Mr Peterman had died twenty years ago, mysterious lights could sometimes be seen flickering in the house Parents warned their children not to play near the house But children sometimes dared each other to run up to the door of the house and run away again

Sixteen-year-old Jason took this game a step further one night He dared his friends, Sarah and Bill, to go into the Peterman house, climb to the attic window, and wave to him from there Feeling adventuresome, and wanting to show they were not frightened babies, Sarah and Bill agreed to go.”

Then the first student near the teacher carries on the story The student has to incorporate his or her verb in the simple past or past progressive tense The student can contribute several sentences, and will often need to, to get to the part of the story where he or she can use the verb

For example, let’s say the first student has the verb bring The student might continue

where the teacher left off:

Student 1: “There was no electricity in the house, of course, so Sara and Bill brought two

flashlights with them.”

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Expansion Activities Fundamentals of English Grammar, 3rd Edition Chapter 2: Past Time

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Student 2: “They climbed the front steps of the house and opened the door.”

Student 3: “The house was very dark They heard a noise It was like an animal

noise.”

Student 4: “Suddenly something jumped at them It was some kind of animal

Bill threw his flashlight at the animal The animal jumped out the window.”

Student 5: “Now they only had one flashlight Sarah wanted to go upstairs right

away, but Bill wanted to leave and get another flashlight His father taught him

not to do a job without the right tools.”

Student 6: “But Sarah insisted, so they went upstairs The kids were wearing

tennis shoes Their footsteps were quiet But they could hear other footsteps in the house.”

The story continues around the circle Encourage creativity and moving the story along

If a student gets stuck and doesn’t know how to fit his or her verb in the story, let the whole group help

If the story lags because the students aren’t moving the plot, the teacher can intervene with a sentence of his or her own that moves the story along (For instance, a student,

perhaps the second or third in line, might have the verb dream She might say something like “… and she had dreamed it all None of it was true,” which pretty much puts an end

to the story before it even gets started Encourage the rest of the class to help her come up with something different.)

About twenty students is the maximum for this activity or else students will have too much down time when they are not saying anything If you want to break the class up into two groups, create two scenarios One group works orally as described above; the other group works silently passing a piece of paper around, each student adding his or her part

To make the writing group more productive, start two pieces of paper going in two

different directions This means that the same student will add the first line of the story going one way, and the last line of the story going the other way This creates two stories out of the same scenario, each with the same target past-tense verbs Additionally, it

keeps the writers more involved since their activity is not as interactive as the oral group

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Expansion Activities Fundamentals of English Grammar, 3rd Edition Chapter 3: Future Time

Materials needed: A short movie or TV show that hinges on

action rather than dialogue

Description: In this activity, students are encouraged to use will,

be going to, and modals of possibility, as well as the phrase be

about to, and the words maybe and probably

Students watch a movie Pause the movie at pivotal moments and asks the students to guess what

is going to happen next Students can predict what follows in that scene, or in the next scene Whatever video is shown, it should be strongly visual and have some unpredictable physical action Slapstick-style humor, with falling flowerpots and people slipping on banana peels,

works, as do kids’ cartoons Jimmy Neutron is a children’s animated show that is excellent

because it is all very unpredictable and has brief 15 minute episodes that can be shown in their

entirety Other movies that work well are Mr Bean, parts of Pink Panther movies, and pre-teen movies like RV, Zoom, Spy Kids, and Sky High

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Page 1 of 2

Materials needed: A set of prepared handouts that look like date-book pages (See page 2)

Description: Students have to make an appointment with each other to study for an important

test The test is on Monday, September 16 The students need about three hours of time, but they may have to break it into two 1.5 hour sessions

Students work in pairs, and one student receives the A version of the calendar page while the other students uses the B version Have them sit back to back and not look at each other’s

handout

Each of the versions has many dates filled in, and it will be difficult for students to arrange an appointment, but that is the point

Brainstorm with students the question forms needed to schedule a meeting with someone

Are you busy on ?

Are you free on ?

What/ how about at ?

Can you do at _?

Brainstorm how to talk about definite future plans the kind of plans one puts in a date book

Students should use present progressive and be going to

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Thurs 5

Work- 9-3

Fri 6

Class- 8-2

Sat 7

Work 9-4 Patty’s party 8:00

apartment

Wed 11

Class- 8-2 Meet w

study group-

library-3

Thurs 12

Work- 9-3 Pick up TV- repair shop before 5

Fri 6

Class- 12-3

Math study group 3:30

Jim’s party 8:00

Sat 7

Work 2-10 p.m

Coffee with Jeff 6:00

Wed 11

Class- 9-3

Thurs 12

Study for psych test in the a.m

Tennis with Carrie 1:30

Fri 13

Class- 12-3

Pick up Aunt Ann – airport 8:15 p.m

Sat 14

Work 9-3 Family dinner 7:00

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Expansion Activities Fundamentals of English Grammar, 3rd Edition Chapter 4: The Present Perfect and the Past Perfect

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Materials needed: Photos that can be used to express the present perfect and present perfect progressive See the following pages (page 2 and 3) of clip art Description: In this oral activity, the simple photos are prompts to get the students creating sentences using the present perfect and the present perfect progressive While it is fairly easy to come up with the first, most obvious sentence, the students should be urged to work with a partner to develop several sentences for each picture For example: This lady has just finished shopping She has been at the mall since early in the morning Her feet are tired because she has been walking all day She has spent all her money, but she hasn’t finished buying clothes for her vacation yet

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Page 2 of 3

These pictures show something that has just, or recently, happened

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Page 3 of 3

These activities have been going on for several hours

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Page 1 of 3

Materials needed: Photos that illustrate a before/after scene See sample photos below

Description: One of the uses of the present perfect is to describe change over time Students can

stretch their vocabulary talking about before and after pictures Put the pictures within a simple, general context to stimulate the students’ imagination For example, what if they had last visited

a city five years ago? Now, on their return visit, they are surprised by developments and describe what has changed

My visit to Boulder, Colorado, five years ago, and recently

5 years ago Recently

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Page 2 of 3

My home office was such a mess! I’ve recently gotten it organized

The house down the street had been Recently, a new family has moved in

empty for a long time

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Activity: How Things Have Changed!

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Glaciers in Europe 100 years ago

Where has the ice gone?

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Expansion Activities Fundamentals of English Grammar, 3rd Edition Chapter 5: Asking Questions

Materials needed: Two baskets or bags, index cards or slips of

paper to write words on

Description: Label one basket “Question Starters” and the other

basket “Verbs.” Write one question-starter word on a card or slip and

drop it in the correct basket Write each verb on other cards and put

those in a different basket

Put the baskets in the middle of the room within equal access to all students and set the

students in pairs At the “go” signal, one student from each pair selects one slip from each

basket The student returns to his or her pair, and together they come up with a question

that begins with the starter word and incorporates the verb The pair writes their sentence,

underlining the slip words As soon as they write one sentence, one of the pair can return

to the baskets to select two more slips

The team has to write ten unique sentences While they may repeat what is on one of the

slips, they may not repeat the same combination of question starters and verbs in a

sentence

Whichever team first comes up with ten unique and correct sentences, checked by the

teacher, wins the game

Question starters: How often, what time, do, does, did, have, has, is, are, will, when,

what kind of, what, where, who, how about, how, why, how

Sample Verbs: study, visit, leave, drive, talk, graduate, walk, watch, spend, buy, read,

carry, go, go shopping, get, play, work, eat, arrive, bring, fix (Be sure to use verbs that

can be used in the progressive form!)

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Expansion Activities Fundamentals of English Grammar, 3rd Edition Chapter 5: Asking Questions

Materials needed: None

Description: Groups of three students work together Two

students fire rapid-fire yes/no questions at each other, and one

student referees

Give students time to write twenty yes/no questions in any tense, on any topic related to

their “ping-pong” partner Students should also use some third-person questions about

people in their partner’s life

Sample questions:

Were you late for school this morning?

Did you eat fish last night?

Are you going to work on Saturday?

Do you have a sister?

Have you ever slept in your car?

Does your father speak English?

Will your boss let you leave if you ask?

Can you ride a horse?

Would you lend me a dollar if I asked?

The two game partners face each other from a few feet away The referee stands on the

side in-between them

The first person “serves” a question The second person responds with a short answer and

immediately fires a question back The first person responds and returns with his next

question

The referee has two important jobs The first job is to keep a rhythm by clapping or

banging a pencil on the desk The beat should model the clipped pace the players have to

use to fire off and respond to the questions The ref’s second job is to pay close attention

to errors When the ref hears an error, he or she stops the game and asks for the question

to be repeated Finally, it’s the ref who finds a resolution for any disagreements

Players also have the right to stop the action if they think their opponent has answered

incorrectly, and the ref didn’t catch the error

This game moves very quickly, and there should be time to reshuffle the triads, giving the

referees a chance to be a player During the second match, the questions will be more

challenging as students try to stump each other

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Expansion Activities Fundamentals of English Grammar, 3rd Edition Chapter 6: Nouns and Pronouns

Materials needed: None

Description: Pronunciation teachers know that the first step to

good pronunciation is auditory discrimination In this quick and easy activity, the teacher reads a list of plural nouns and students determine which ending sound they hear

First, ask students to set up their papers with three columns The first column should be labeled /s/, the second column /z/, and the third column /z/

The teacher stands with his or her back to the students and reads a list of words that have

a variety of ending sounds The students write the word they hear in the correct column

Here is a list of words from the Azar text:

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Expansion Activities Fundamentals of English Grammar, 3rd Edition Chapter 6: Nouns and Pronouns

Materials needed: Slips of paper or index cards to write words on.

Description: This activity works especially well to broaden

students’ vocabulary in the area of using nouns as adjectives

In this version of charades, students have to get the class to guess the

adjective + noun combination on their slip Write the following

words on slips of paper, and as a student becomes “it,” he or she

takes a slip of paper and has to find a way to mime the item on the

slip Some students try drawing or shaping the item with their hands

while others try to act out the object in use

Some possible words:

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