3. PREPOSITION BEE

See the directions for the Preposition Bee on Worksheet 1.5 or a similar list of your own sentences. See the Paragraph 2.2.3 - chapter 1 (Worksheet 1.5: PREPOSITION BEE: Phrasal verbs)

4. BEAT THE CLOCK

Materials: 3" x 5" cards (see sample)

Dynamic: Teams

Time: 30 minutes

Procedure: 1. Put a sentence using a phrasal verb on one side of as many index cards as you need. Review and discuss phrasal verbs. Have the students create sentences or dialogues and practice orally.

2. Divide the class into two teams, A and B. Arrange the teams so that Team A's desks are directly across from (and touching) Team B's desks. If using tables, have Team A sit on one side and Team В on the other side.

3. Show the students the front of a card. The first student {A or B) who answers with a phrasal verb that correctly replaces the verb on the card gets a point for his/her team. If that student can then use the phrasal verb in a sentence with the correct tense, his/her team gets an extra point.

Example:

Card: I raised my children in Ohio.

Student response: bring up

I brought my children up in Ohio.

Sample cards:

FRONT BACK

5. "UP" VERBS

Materials: 3" x 5" cards

Time: Pairs/Small groups

Time: 20 minutes

Procedure: Write one verb on each card. Choose some verbs that can also be phrasal verbs with up.

Examples: ask (can't be used with up)

check (can be used with up)

cross (can't be used with up)

get (can be used with up)

2. Divide the class into pairs or groups of three or four. Give each group a stack of verb cards.

3. Tell the students to divide the cards into two piles: verbs with up/verbs without up.

4. When all the up verbs are found, have the students take turns explaining the meaning of each phrasal verb to the other students in the group.

Variation: Make three identical sets of vocabulary cards. Divide the class into three teams. Tell the students to find the up verbs. The team that finds the most up verbs wins. Each correct up verb is worth one point. For each incorrect up verb, subtract one point from the total score. Use the same procedure for any phrasal verb pattern (for example, out, away, through, etc.).

6. PHRASAL CHALLENGE

Materials: None

Dynamic: Pairs

Time: 30 minutes

Procedure: 1. Divide the class into pairs. Tell the pairs to write down eight phrasal verbs and their meanings that they think the rest of the class will not know.

2. After they are finished, join two pairs and have the first pair challenge the other pair. Each pair takes turns reading the phrasal verbs from their list and having their opponents state the meaning of each phrasal verb and use it in a sentence.

3. If the opponents answer correctly, they get a point. The pair with the most points wins.

4. For homework, have the students use the phrasal verbs that they missed in correct sentences.

7. STORY TIME

Materials: 3" x 5" cards, writing paper

Dynamic: Small groups

Time: 40 minutes

Procedure: 1. Divide the class into groups of three, and give each group five 3"x 5" cards.

2. Each group writes down a different phrasal verb on each of their index cards. You may want to let them use the lists in their books. Have them write the definition of each phrasal verb on the back.

3. Have the groups quiz each other as to meaning by showing only the front of the card to another group.

4. Next, each group makes a sentence orally for each phrasal verb. Rotate the cards again until each group has seen every card and can make a logical sentence. Monitor the groups during this phase.

5. When the students have a good grasp of the definitions, return their original phrasal verb cards to them. Each group now writes a paragraph using all of their phrasal verbs.

6. When the students have finished, rotate their papers clockwise and the 3"x 5" cards counterclockwise. (Each group will have another group's story and a new set of cards.)

7. Each group reads the paragraph and adds a second paragraph, using their new group of phrasal-verb cards.

8. Have them repeat steps 6 and 7. Each group should now have a three-paragraph story.

9. Return the original story to each group. Tell the students to look it over and make any changes they think are necessary. Have one student from each group read the story to the class. Collect the stories for a final teacher correction.

8. CLASS SURVEY

Materials: 3" x 5" cards in four different colors list of difficult phrasal verbs sheets of newsprint and markers (optional)

Dynamic: Groups

Time: 40 minutes

Procedure: 1. Choose four themes and for each theme make up a set of questions, using the phrasal verbs that you want to practice. (You may want to have the students compile a list.)

Examples: Family:

Do you take after your father or your mother?

Did you grow up in a large family or a small family?

Do you get along well with your brothers and sisters?

Are you named after anyone in your family?

School:

Do you go over your notes after class?

Do you try to get out of doing your homework?

Do you ever have trouble keeping up with the assignments?

What is an important grammar point that you have to look out for?

2. Write one set of questions on one yellow card, one set of questions on one green card, etc.

3. Divide the class into groups. (Four groups of four works well, but five groups of five or three groups of three also works. Put extra students into existing groups to work as pairs.)

4. Tell the students that they are going to do some investigation into the society of the classroom by doing a survey. Give each group a set of same-color cards and a theme: The Yellow Group--Family; The Green Group--Friends, etc. Give the question card to the group leader and a blank card to each of the other members.

5. The group members copy the questions from the group leader's card on their own cards so that each has a card with the same questions. They may add questions of their own if they wish or if there is extra time. Any additional questions must include a phrasal verb.

6. When each member has an identical set of questions, the teams stand up and form new groups with one member of each color. (If there are extras of one or two colors, they can work as partners within the group.)

7. In their new groups, the students take turns interviewing each group member. The yellows ask their questions first and record the data, then greens, then blues, etc. Everyone asks everyone else in the group his/her questions.

8. The students reform their original same-color groups, summarize their findings, and present them to the entire class. If time permits, have the groups prepare a visual on newsprint in the form of a pie chart, a graph, a list of statistics, or another type of visual. The posters can be part of the presentation and later be put up around the board.

NOTE: To save time, write out the duplicate cards yourself on colored index cards or copy one set of questions on different-colored paper. This will take the place of step 5. Collect the cards and reuse them in later classes.

SUGGESTION: This activity works well with preposition combinations instead of phrasal verbs.

Examples:

Best Friends:

What do you look for in a best friend?

Is your best friend patient with you?

Do you ever hide anything from your best friend?

Do you ever argue with your best friend?

Work:

Are you content with your job?

Do you look forward to going to work?

Do you forget about your job when you leave at the end of the day?

Does your boss ever take advantage of you by having you do extra work?

2.2.2 Conditionals and Wishes

TRUE IN THE PRESENT/FUTURE

1. SUPERSTITIONS

Materials: None

Dynamic: Small groups

Time: 15 minutes

Procedure: 1. Write a few superstitions on the board. Here are some examples. If a black cat crosses your path, you'll have bad luck. If your palm itches, you're going to receive money. If you break a mirror, you'll have seven years bad luck. If you step on a crack, you'll break your mother's back.

Look at the verb forms in the if-clause and result clause together. Ask students to generate a rule (if this is an introduction) or review the rule (if you have already introduced this form).

2. Break students into small groups and have them discuss superstitions from their countries. They should list three or four to share with the rest of the class.

3. As a whole group, share the superstitions and discuss which are universal and which seem to exist only in one or two cultures. Students often have similar superstitions in their countries and like to share them, and it is interesting to compare slight variations.

4. For further review of forms, you may want to write several of the students' superstitions on the board and analyze them (Were they written correctly?).

2. SUPERSTITIONS MATCH A

Materials: Worksheet 2.1 See the Paragraph 2.2.3 - chapter 2 (Worksheet 2.1 and 2.2: SUPERSTITIONS MATCH)

Dynamic: Whole class

Time: 15 minutes

Procedure: 1. Cut up the worksheet or make your own. Give each student half of a superstition, that is, one card.

2. The students circulate and try to find the missing half of their superstition. When students feel they have a match, they sit down. You will probably have to check student matches and advise them to sit down or find a different match. (In case you are unfamiliar with some of the superstitions in the worksheet, the //-clause on the left matches the result clause directly across from it.)

3. Go over the superstitions together, talking about meaning and form.

3. SUPERSTITIONS MATCH В

Materials: 3" x 5" cards, or paper cut into strips at least 2" x 4"

Dynamic: Groups

Time: 15 minutes

Procedure: 1. Follow steps 1 and 2 for Superstitions.

2. Have the students write their superstitions on the cards or paper strips so that one half of the superstition is on one card and the other half is on a different card. (Each group should produce only half as many superstitions as there are members in their group, so that a group of four students will write two superstitions, a total of four cards. In step 2 of Activity 1, students may have generated many superstitions, so instruct them to choose the ones they like best.)

3. Collect and shuffle the cards. Hand one card to each student. Students circulate and try to find their match. (The student who wrote the superstition will have to be the judge of whether or not the match is good because you will probably be unfamiliar with several of the superstitions.)

4. As a class, go over the superstitions and check (as a group) to see if the correct grammar forms were used.

4. JUST THE FACTS

Materials: Worksheet 2.2 See the Paragraph 2.2.3 - chapter 2 (Worksheet 2.2: JUST THE FACTS)

Dynamic: Whole class

Time: 10 minutes

Procedure: 1. Cut up the cards in the worksheet or prepare your own. Distribute one to each student, who must construct a sentence that uses the true conditional form.

Example: Add lemon to milk

Example fact (by student): If you add lemon to milk, it curdles.

2. Arrange students in a circle, and have each say his/her sentence.

Variation: To avoid students' losing interest, do step 2 as a memory round. Each student says his/her sentence and repeats all those that came before his/hers.

5. EXPERIMENT REPORT

Materials: None

Dynamic: Small groups

Time: 10 minutes

Procedure: 1. Divide the class into groups of three or four. Assign each group an experiment.

Suggested experiments: putting a spoon in the microwave mixing blue and yellow paint boiling eggs in water with onion skins touching your tongue to a frozen surface shaving your eyebrows frowning all the time

2. The students discuss what they think the result will be, Then each group reports to the class, using some conditional sentences.

(If you intend to have the students act out the experiments in class or for homework, obviously there are some in the list above you would not want to assign.)

NOTE: Because the results of these experiments can be perceived as

a habitual result or as a predictable fact, either the present or the future can be used in the result clause.

6. DIRECTIONS

Materials: A map (Worksheet 2.3) and a handout (either A or B) per student See the Paragraph 2.2.3 - chapter 2 (Worksheet 2.3: DIRECTIONS)

Dynamic: Pairs

Time: 15 minutes

Procedure: 1. Break the class into pairs and give a map and two worksheets to each pair. Each student handout contains both locations and routes as indicated in Worksheet 2.4.

2. Student A begins and asks Student В for directions to the first location. Student В looks at the map and the list of routes on his/her handout and gives advice in a conditional sentence.

Example:

Student A: How can I get to Bethesda?

Student B: If you take Route 190, you will get to Bethesda.

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