Grammar Games [antikvár]

Introduction To teachers of languages other than English I happen to be a teacher of English and so this book is aimed initially at teachers of English and works on English structures. The exercises and games could act as adequate frames for the teaching of any grammar under the sun. If you want to use the games in this book for teaching your language you will find them extremely easy to adapt. Good luck! What's In the book? Section I presents traditional games like 'Noughts and crosses', 'Snap', 'Monopoly' and 'Snakes and ladders', modified to allow students to work in small groups and show themselves and you how much or how little grammar they know. Less traditional game frames in this section include 'Auction', 'Double or quits' and 'The money game'. I use the word 'game frame' because, though each game in this section is offered as working on a particular grammar area you can fill each frame with whatever grammar content you want. The particular grammar content proposed in the section is only there by way of exemplification. This section has the students working cognitively on grammar: they are asked to think consciously about what is correct and what is incorrect. Section II is a collection of Silent Way, or Silent Way inspired exercises in which students build sentences and paragraphs in warm cooperation with each other rather than in competition. Your role is to give silent feedback to individuals and to the class, but only when absolutely necessary. 11.14, 'With your back to the class', has you sitting with your back to the class giving them four signals, two with your head and two with your hands! Work from this section will allow you to enjoy being productively quiet in the group, while observing the students in full activity. The average teacher in Europe today notches up a score of about 60-70% teacher-talking time in his or her classes. Just 35% or less is left to the students! The exercises in Section II could bring your teacher-talking time down to less than 5% of the overall exercise time. Section III moves right away from cognitive work on grammar. In these exercises the students are asked to write and say things about themselves and people who are significant to them within a set of structures prescribed by