I still remember Penny's suggestion: we have to make our classroom an enjoyable place for students to practice the...
I still remember Penny's suggestion: we have to make our classroom an enjoyable place for students to practice the language. In my grammar class (second-year college students), I sometimes integrate grammar with a speaking skill. Here, I am going to share with you what I have done in my grammar class. There is nothing new about this idea. However, I saw my students enjoyed it very much. A few days ago, I taught my students about how to make questions with present perfect and past tense.
1. I wrote some sentences on the whiteboard using present perfect and past tense.
Have you ever + past participle ...?
Wh- did you ......?
2. After practicing a few sentences, I divided my students into two groups A and B.
3. One person from group A became a volunteer; meanwhile, all members of group B asked her/him questions with present perfect and past tense.
4. However, the volunteer from group A had to say "yes" when answering the first question from group B. For example,
- Have you ever been kissed by somebody in this class?
- Have you ever fallen in love with someone in this class?
- Have you ever smoked a cigarette?
Note that the questions should sound "silly" to make them eager to learn new grammar points.
5. To start making the first question, I gave some hints to the students by using pictures or words.
1. I wrote some sentences on the whiteboard using present perfect and past tense.
Have you ever + past participle ...?
Wh- did you ......?
2. After practicing a few sentences, I divided my students into two groups A and B.
3. One person from group A became a volunteer; meanwhile, all members of group B asked her/him questions with present perfect and past tense.
4. However, the volunteer from group A had to say "yes" when answering the first question from group B. For example,
- Have you ever been kissed by somebody in this class?
- Have you ever fallen in love with someone in this class?
- Have you ever smoked a cigarette?
Note that the questions should sound "silly" to make them eager to learn new grammar points.
5. To start making the first question, I gave some hints to the students by using pictures or words.
thanks for this, Daniel! Sounds like fun!
ReplyDeleteTwo questions:
1. What's the aim of dividing them into two groups, why not just one volunteer and all the others ask the questions?
2. Second, if they have to answer 'yes' even if it isn't true, then the whole conversation is about imaginary 'fun' scenarios, right?
Penny Ur You are right with point 1 :-) Yes that looks more effective. Point 2 is exactly right. It is just imaginary. After asking a number of questions, all members have to make decisions if the volunteer is telling a lie or truth.
ReplyDeleteThanks!
ReplyDeleteI've used something almost identical with small groups of 3-4 students taking turns in 'the hot-seat' where they have to answer 3 questions truthfully but with one lie.
ReplyDeleteThe others can then have a couple of minutes to ask follow up questions to see if they can guess the lie.
I used to do this "Who's the best liar" game with 1 point for guessing another person's lie but 3 points if you could lie with noone guessing correctly. The nice thing is that (a) it works for a wide range of language and levels, (b) it promotes engagement amongst listeners, and (c) students have fun doing it, as with your class, and like joking afterwards about who's the most convincing :-)
Phil Brown wow thanks Phil. I should try this. Students would like it a lot, especially when they get challenges but with more points.
ReplyDeleteHi, Daniel, I think that's an excellent way to practise a very meaningful chunk, namely "Have you ever ... done something". It also sounds like a fun teaser, even though what is culturally acceptable (to ask or acknowledge) may not be the same in all contexts. But the questions came from your students, so they must have been OK. Also, I find that intimate questions in L2 do not "hit" as hard as they would in L1.
ReplyDeleteElizabeth Bekes I definitely agree with you when addressing cultural issues. For most Indonesian students, most questions seems to be quite provocatively teasing their minds to think. However, I did not do it successfully when teaching Indonesian to native English speakers using the same approach. You are right I have to encourage them to create their own questions.
ReplyDeleteWhat a fun way to include target language in a guessing game. I rescind my earlier comment!
ReplyDeleteWalton Burns thanks. Teaching students using pictures like what you did is a great way to encourage students to speak.
ReplyDeleteI like the aspect of making a guessing game of this with regards to truth or lie. Great Idea Phil Brown, thank you.
ReplyDeleteAlso with smaller groups I like to make it a "Bragging Game"
The first person asks a question about something that they have done (that is true.) They get one point for every "no."
What is interesting is that success is less about wealth and more about perspective. I will make a point of bringing it up midway how rich and unique anyone's experiences can be.
For ideas I let them use the list of irregular verbs including the past participle in the back of their school texts.
Could make this the basis of a 'find someone who'? Write down three things you can do, or you have done, or you regularly do (could make this a grammar practice) that you think it's unlikely other people share. Then mingle, see if you can find anyone who shares.
ReplyDeletePenny Ur okay Penny. I will do it.
ReplyDelete