www.teachingenglish.org.uk/teaching-resources. Teaching grammar .... activity.
This version practises using the present perfect for experiences. Noughts and ...
Teaching grammar . . . f i s e c a l p ise t e c a g r p n o a t ed s Ch u e b n a circle, y that c
t a i v i n i t t c i a s y s l t e n This is a liv ructures. The stude . t e l s d f d o i y m t e e i r h t erent f n f i i a va d s e d s i n t c a st r to pra e h y t i c v i a t e c ands t a m e e h m h t o t t c p d h a t i n d a sw • A and tense ; for ent to
res uw and u o t m y c f m u i r o t s c s e a c a r gives nge pl e a e h ’r h like to c u ‘C a d o l , e y s u t f a i o e s h w h / c e T d c u s • ample, ‘Change pla actises eeken w t s a l when a m m i e w n s i c r d l p ex e u h s t ork/co s,’ (thi r w e e n i m a r o t h g s ms). ve les wearin r a o h f s u o u n ,’ etc. nti e o v c fi t e n r e e s w e pr you n of io g t n ia i r r a a v e w e o are petitiv h m w o s c e t v n e r o e fter o a d m u m ir t d a s a n l h l a y c , A la a p P u • iners must stand oving m le. • e c r r i y c b e e h t left n am i n g r o i s tra e a r h h e t c p t e n h a vaca and. T o m t dle of m y l o id k c c m i h u e c q h a t e to stays in t ir n and. a e h m d c m u t a o s t c a u t o x s h e wit the n choose le, s p r e e iv m h a g c x a d e e n r t a the circle • Thee the next command; wfoearing ning in g e b e h v i t e g ell at w f you’r i s s k r e c o a w l r as p o y it e s r iv g t e n c n a r a h a is e ‘C Th . s the l n u o c • o o f s o t d n n jeans,’ a sson. of a lesso e l e h t d n to e a fun way
Noughts and crosse s
This group writing acti vity can be adapted to all levels and ages by changing the gram mar point or instructio ns (phrasal verbs, prepositions, modal ve rbs, write sentences in the past, future . . .)
• Draw a three-by-three grid on the board like the one be low:
go
walk
run
play
swim
kick
jump
dive
hop
• Divide the class into two teams: Team 1 = X, Team 2 = 0.
• The teams take turn
s to choose a verb and write a sente nce on the board to illustrate it; fo r example, go – I go to school by bus.
• On the board write: ..................................... ....................................................................... d roa ab en be s ha o wh e on me so d fin * ....... ing th me so n te ea s ha o wh e on me so nd fi ........ . . . . . . . . . . . . . . . . . . . . . . . ....................................................................... . . . .* . . really strange ..... ne do s ha o wh e on me so nd fi ............................ . . . . . . . . . . . . . . . * . . . . . . . . . . . . . . . . . . . . ............................................. a bungee jump . ?’, etc.) ns (‘Have you been abroad The learners make questio • ..................................... ....................................................................... and then in groups ask each other the questions.
