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7. They provide the immediate feedback for the teacher.

8. They ensure maximum student participation for a minimum of teacher preparation.

A game should be planned into the day’s lesson right along with exercises, dialogues and reading practice. It should not be an afterthought.

Games are a lively way of maintaining students’ interest in the language, they are fun but also part of the learning process, and students should be encouraged to take them seriously. They should also know how much time they have to play a game. It’s not useful to start a game five minutes before the end of the lesson. Students are usually given a ‘five-minute warning’ before the time is over so they can work towards the end.

The older the students are, the more selective a teacher should be in choosing a game activity. Little kids love movements, while older ones get excited with puddles, crosswords, word wheels, and poster competitions whatever.

Modern language teaching requires a lot of work to make a lesson interesting for modern students who are on familiar terms with computers, Internet and electronic entertainment of any kind. Sympathetic relations must exist not only among students but between students and a teacher. It’s of special importance for junior students because very often they consider their teachers to be the subject itself, i.e. interesting and attractive or terrible and disgusting, necessary to know or useless and thus better to avoid.

A teacher should bear in mind that it is the content, not the form, which is of interest to the child. A toddler does not learn to say,”Cookie, please”, in her native language because she is practicing the request form. “Cookie, please” is learned because the child wants a cookie.

So children learn with their whole beings. Whole-child involvement means that one should arrange for the child’s participation in the lesson with as many senses as possible. Seeing pictures of children performing actions and repeating, “The boy is running”, “The girl is hopping” is not at all as effective as when students do the actions themselves in response to commands and demonstrations from the teacher.

All said above is fairly true to adult learners not only children, because of our common human nature to possess habits through experience. We all learned to understand and speak our first language by hearing and using it in natural situations, with people who cared for and about us. This is the most effective and interesting way to learn a second language as well. The experts now advise language teachers to spend most of the classroom time an activities that foster natural acquisition, rather than on formal vocabulary and structure explanations and drills. They insist that “once you have become accustomed to the rewards and pleasures gained from teaching through activities, you will wonder how second-language teaching ever got to be anything else. Your own ideas for activities and their management will flow, and your students’ learning rates will soar!” “Activities’ mean action games, finger and hand-clapping games, jump rope and ball-bouncing games, seat and card games, speaking and guessing games and even handicraft activities. Judging the results we have nothing but believe them.

Chapter 2. Practice part

2.2.1 Games with prepositions

PREPOSITIONS OF TIME AND PLACE

1. MAGAZINE SEARCH

Materials: Magazines to share in groups

Dynamic: Small groups

Time: 15 minutes

Procedure: 1. On the board, write a list of prepositions of place that the students have studied. Divide the students into groups of three or four and give each group several magazines. You may want to ask students to bring in their own. If you are supplying them, be sure that they have full-page ads or other large pictures.

2. Give the groups a time limit and have them search through their magazines to find a picture that contains situations illustrating prepositions of place.

3. When the time is up, each group goes to the front of the class, holds up its picture, and explains (in sentences) the contents of the picture, using prepositions of place.

Example: The dog is under the table.

The table is next to the man.

The table is in front of the window.

4. The group that found a picture allowing them to correctly use the most prepositions of place from the list on the board wins.

NOTE: With an intermediate group, choose a wider range of prepositions that they have already reviewed.

2. SCAVENGER HUNT

Materials: Worksheet 1.1, objects filled in various objects provided by instructor⁰

Dynamic: Pairs

Time: 20 minutes

Procedure: 1. Before students come into the classroom, distribute various objects around the room, placing them in visible positions that students can describe using their prepositions of place. List the objects on the worksheet.

2. Divide the class into pairs and give each pair a copy of the worksheet.

3. The students look around the room for each object listed on the worksheet and write a complete sentence describing its location. The first group to finish brings their worksheet to you to be checked. If the answers are correct, that group wins.

3. PREPOSITIONAL CHAIN DRILL

Materials: None

Dynamic: Whole class

Time: 10 minutes

Procedure: 1. Review prepositions of place.

2. Take a small object, such as a pen, and do something with it, then describe your action. (Put the pen on the desk and say, "I put the pen on the desk.")

3. Give the pen to a student and ask him/her, "What did I do with the pen?"

4. The student answers and then does something different with the object that involves a different preposition of place.

5. The student then passes the object to the next student and asks, "What did we do with the pen?" That student repeats what the teacher did and what the first student did with the object. The second student then does something different with the object before passing it to the third student.

Example:

Teacher: I put the pen on the desk. What did I do with the pen?

Alfredo: You put the pen on the desk. (to the next student, Damian) I put the pen above my head. What did we do with the pen?

Damian: The teacher put the pen on the desk. Alfredo put the pen above his head. I put the pen under my book. (to the next student) What did we do with the pen? etc.

6. This activity continues until no one can do something different with the pen that can be described using a preposition of place.

NOTE: You may want to write the prepositions that have been used on the board to help the students remember.

Variation: Give each student a card to use with a preposition of place on it.

4. ERROR ANALYSIS

Materials: Worksheet 1.2 or other similar picture⁰

Dynamic: Pairs

Time: 1. Divide the class into pairs. Give each pair a copy of the worksheet or other similar picture.

NOTE: If you are using your own picture, also give the pairs several sentences you have written about the picture, as on the worksheet. Some sentences should be accurate, and others incorrect.

2. The pairs read the sentences about the picture and decide if they are correct or incorrect in their preposition usage. If they are incorrect, they must correct them.

3. When a pair is finished, check their work. If this is a competition, the first pair to finish the worksheet correctly wins. If using this activity as a review activity, go over the answers together when everyone has finished.

SUGGESTION: As a follow-up activity, have each pair write 10 True/False sentences with which to challenge another pair.

5. PREPOSITION BEE

Materials: Worksheet 1.3 A or 1.3 B for instructor's use⁰

Dynamic: Teams

Time: 10 minutes

Procedure: 1. Divide the class into two teams. Have them line up along opposite walls, or arrange their desks in two lines.

2. The first student from Team A steps to the front of the class. Read a sentence, omitting the preposition. The student must fill in the blank. Several answers will probably be possible; give the team a point for any appropriate answer.

3. Alternate students from the two teams until everyone has had a turn or you are out of time. The team with the most points wins.

SUGGESTION: Instead of reading the sentences, use an overhead and reveal one sentence at a time. This avoids repetition and helps the students to focus on the sentence.

NOTE: You may want to make your own sentences based on the prepositions your class has covered. This activity could also be done at a higher level with sentences using phrasal verbs.

PHRASAL VERBS

1. CONCENTRATION

Materials: Board, instructor's grid

Dynamic: Groups

Time: 25 minutes

Procedure: 1. Draw a grid on the board with just the numbers. On a paper, your grid will have the answers written in.

NOTE: In the example below, the phrasal verbs have been taken from the list in Fundamentals of English Grammar. Several of the verbs in the chart below can take more than one particle, but the list is usually limited to one or two combinations. It is important to choose combinations you have studied and to limit entries so that three or even four matches are not possible. If you have studied more than one combination (such as ask out, ask over, and ask around,) and you want to review them using this activity, you will need to use some particles more than once. That way, the students will be able to make matches such as ask out, drop out, and so on. This chart is intended only as a model to help you explain the game; your own chart will be geared to the lessons in your class.

On the board:

Instructor's grid:

2. Divide the class into groups of about five. Tell them that this is a memory game and no writing is allowed. Explain that they are looking for matches and will get a point for each match. They can confer as a team, but you will accept an answer only from the student whose turn it is. They can call out two numbers together the first time since no one knows where any of the words are. In subsequent turns, they should wait for you to write the first answer before they call out their second number.

3. As the first student calls out numbers, write the words that correspond to these numbers in the blanks. Ask the class if it is a match. If not, erase the words. If so, leave them there and cross them out (see below).

On the board:

Variation: Instead of matching the verb with an appropriate preposition, you can set up the grid to review meaning. Your instructor's grid might then look like this model. Follow the same rules for the game above.

Instructor's grid:

2. TIC TAC TOE

Materials: Board, Worksheet 1.4 (optional)⁰

Dynamic: Teams

Time: 10 minutes

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