Procedure: 1. Distribute copies of the comic strip Cathy (Worksheet 2.7) to each group.
2. After they read the comic strip, have the groups work together to complete the (if-clauses. They can use the information provided by the mother in the strip or just make a logical ending.
Example: Cathy says: If only I weren't so fat.
Student results: I could wear my new dress.
I would have had more boyfriends. I would feel better.
REVIEWING THE CONDITIONAL FORMS
1. REVIEW MATCH
Materials: Worksheet 2.8[17]
Dynamic: Small groups
Time: 20 minutes
Procedure: 1. Divide the class into small groups. Give each group the same number of cards. Be sure to give an even number to each group. If this is not possible, give one group one pair more than the others. Use the cards in Worksheet 112 or make your own.
2. Each group should make as many matches as possible. Group members should take the remaining unmatched cards to other groups and try to make a trade. {Important: They cannot give away a card without receiving one in exchange, and they cannot take a card unless the other group agrees to the trade.)
3. When one group has matched all its cards, the game stops. A group member reads the matches, and the rest of the class must agree that they are logical. If all matches are accepted, that group is the winner. If one or more matches is rejected, the game proceeds until the next group feels it is finished.
NOTE: Because of mixed conditionals, there will not necessarily be matches for all cards.
2. DEAR ANNIE
Materials: Worksheet 2.9[18]
Dynamic: Whole class
Time: 30 minutes
Procedure: 1. Have students pick one of the seven situations on the worksheet and write a letter to "Dear Annie" in which they explain their situation and ask how it can be avoided in the future or how it could have been avoided.
2. Collect the students' "Dear Annie" letters. Randomly redistribute them to the class, making sure that no one receives his/her own letter.
3. Have students pretend they are Annie and respond in writing to the letter they received. They must use whichever conditional structures are appropriate to the situation described in the letter,
4. Have several students read to the class the original letter they wrote along with their (Annie's) response. Return the letters and the responses to the authors of the original letters.
WISHES
1. ALADDIN'S LAMP
Materials: Worksheet 2.10[19]
Dynamic: Groups
Time: 20 minutes
Procedure: 1. Discuss the meaning of Aladdin's lamp if necessary. (A poor boy named Aladdin found an old lamp. When he rubbed it, a genie appeared and granted him three wishes.)
2. Tell students they have each found Aladdin's lamp and been granted three wishes. Have them write their wishes down.
3. Break students into groups of about five. Pass out one worksheet per group and have the students compare their wishes and answer the survey questions.
4. Each group can report its findings to the class.
Chapter 3.
Relationships between ideas
PARALLELISM
1. MEMORIZE IT
Materials: Worksheet 3.1[20]
Dynamic: Whole class
Time: 10 minutes
Procedure: 1. Make copies of the handout. Give half of your class Part A and the other half, Part B. Do not tell the students that there is a difference between the sentences in the two parts.
2. Tell the students to memorize the sentences for about 30 seconds and then turn over their papers. On the backs of their papers, or on another piece of paper, have them write the sentences exactly as they remember them.
3. Students now turn their papers back to the front and check their answers with the sentences. Did anyone get all the sentences correct?
4. Reveal that there is a difference between the sentences in the two parts and have a student with Part A compare papers with a student who has part B. Ask them which one was easier to remember and why. Talk about where the parallel structure is in each sentence in Part A.
NOTE: Those students with Part A usually have an easier time memorizing the sentences because of the parallel structure. Occasionally, however, you may have a student who can memorize Part В completely. In that case, talk about how some people have a good ability to memorize, but that it is easier for most of us if there is some kind of structure.
JOINING IDEAS
1. EITHER/NEITHER/TOO
Materials: 3"x 5" index cards
Dynamic: Whole class
Time: 15 minutes
Procedure: 1. Write out two kinds of cards: one set has sentences; the other set has short answers that agree or disagree. Each sentence in Set One has only one matching answer in Set Two.
Example: Set One Set Two
I'm having a good time I am, too.
I'm not having fun. I'm not either.
The U.S. president lives in
Washington, D.C His wife does, too.
I don't have a headache. Neither do I.
I didn't do the homework. Neither did I.
You're a good student. You are, too.
2. Divide the students into two groups. Each student receives one card. The students circulate and look for their match. They can say their sentences to each opposite group member until they find the appropriate matching answer.
3. Students can then invent their own sentences and see if their classmates can give an appropriate answer.
2. USING CORRELATIVE CONJUNCTIONS
Materials: Worksheet 3.2[21]
Dynamic: Pairs
Time: 15 minutes
Procedure: 1. Put students into pairs. Fill the blanks in the worksheet with your students' names. Give one copy of the worksheet to each pair of students.
2. Have the pairs work together to write one sentence, joining the pairs of sentences on the paper with an appropriate correlative conjunction (both … and, not only . . . but also, either … or, and neither . . . nor).
Example:
Guillermo has black hair. Jorge has black hair. Possible combinations;
Both Guillermo and Jorge have black hair.
Not only Guillermo but also Jorge has black hair.
Variation: Use the worksheet as a model only. Write your own sentences containing" information about students in your class. This will make it seem less like an exercise and more fun for your students.
3. SAME / DIFFERENT
Materials: Worksheet 3.3[22]
Dynamic: Pairs
Time: 20 minutes
Procedure: 1. Put students into pairs and give each student a copy of the worksheet. The students ask each other the questions on the worksheet. Then they write a sentence, using an appropriate correlative conjunction to compare themselves with each student who answered each question.
Example:
Question: What month were you born in?
Student A's answer: June
Student В writes: Both Student A and I were born in
June.
or Neither Student A nor I was born in September.
2. Circulate to check on student progress. When all pairs have finished, you may want to have volunteers give a few example sentences.
4. CONNECTING IDEAS
Materials: Board, paper
Dynamic: Small groups
Time: 10 minutes
Procedure: 1. Write a list of connecting words on the board (for example, because, although, for, before, so). You may want to concentrate on just one type (conjunctions, adverbial subordinators, or transitions) or mix them.
2. Divide the class into groups of approximately three or four. Set a time limit (perhaps 5 minutes), and have the groups write a logical and grammatical sentence for each word on the board. Each sentence must have a different meaning. (This avoids such sentences as / went to bed after I finished my homework, I went to bed before I finished my homework, I went to bed because I finished my homework.)
3. For each word on the board, have the groups read their sentences. Give the groups a point if a sentence is both grammatical and logical. (If it is not correct, have other students correct it.) If you are also looking for correct punctuation, have a student from each group write some of the group's answers on the board.
NOTE: The time limit will vary depending on the level of the class and the number of words you list on the board. If you want, you can give the class a topic to base their sentences on, although this can lead to similar sentences, as noted in step 2 above.
5. PANTOMIME
Materials: 3" x 5" cards with instructions on them
Dynamic: Whole class
Time: 15 minutes
Procedure: 1. Write one situation on each card.
Suggestions: starting a car on a cold morning receiving a letter from a good friend eating something you don't like making scrambled eggs trying to study next to a noisy person
Hand out cards, face down, to the most outgoing students, who will be your "actors." They should not show their cards to anyone.
2. Be sure the class understands the meaning of "pantomime." Then call the first student to the front of the class to act out his/her card.
3. Ask the class to explain what the "actor" did by using adverbials of time and sequence and adverbial clauses of time.
Example: "First, she sat down at the table. Then she took her books out of her bag. As soon as she began to study, another student sat down next to her."
4. Encourage students to shout out possibilities for each action. Do not focus on guessing what the "actor" was doing, but rather on describing how he/she did it.
6. COMBINATIONS
Materials: Worksheet 3.4[23]
Dynamic: Small groups
Time: 15 minutes
Procedure: 1. Put students into groups of three or four. Give each group one copy of the worksheet.
2. Have students work together to choose the best answer for each sentence. (Remember, the directions state to find the expressions that can not be used in the sentences.) In each case, two answers are correct and one is not. The students are looking for the expression/word that is not possible in the sentence, considering both appropriate meaning and appropriate punctuation.
7. COMPLETE THE SENTENCE
Materials: Worksheet 3.5[24]
Dynamic: Teams
Time: 15 minutes
Procedure: 1. Cut up the worksheet and divide the class into two teams.
2. The students on each team take turns drawing slips of paper that contain a clause beginning or ending with a coordinator or subordinator.
Examples: He went to class although...
Because he was all wet. . .
3. If the student completes the sentence correctly, he/she scores a point for his/her team.
NOTE: You may want only the student who draws the slip to respond, or you may allow the teammates to help. Either way, accept the answer only from the student who drew the slip. This activity can also be used with intermediate students if you limit the coordinators and subordinators to those used in their text.
8. JUST BECAUSE
Materials: Worksheet 3.6[25]
Dynamic: Pairs
Timer: 15 minutes
Procedure: 1. Arrange students in pairs and give each pair a copy of the worksheet.
2. Using the randomly listed independent clauses, the students work together to write logical and grammatical sentences by combining two of the clauses with because. Punctuation also counts!
3. You can award one point for each correct sentence, or one point for a logical combination of clauses and one point for correct punctuation. Collect the written sentences and grade them immediately, if possible. The pair with the most points wins. If you do not want to do this activity as a competition, go around the room and have the pairs share some of their sentences as a closure.
4. As a follow-up activity, use the students' combination and punctuation errors for an error analysis worksheet.
Variation: Read an independent clause from one of the lists on the worksheet. The students, working in small groups, supply a logical completion to your sentence, using because. The first group to produce a good completion scores a point. Alternatively, ask all groups for a completion and give points for all correct answers.
9. OTHERWISE ...OR ELSE
Materials: None
Dynamic: Whole class
Time: 15 minutes
Procedure: 1. Explain that you will write a sentence such as I have a headache or / have to work on the board after a student volunteer leaves the room.
2. Send a volunteer out of the room. With the rest of the class, brainstorm several possible logical clauses to complete the sentence, beginning with otherwise or else.
3. Erase the sentence on the board and have the volunteer return. The other students offer their responses. The student volunteer tries to construct the sentence that had been written on the board.
Example:
Possible responses: Otherwise, I would be scared.
Otherwise, I would worry about my valuables.
Otherwise, someone could break in.
Sentence on the board (which the volunteer must guess);
I always lock my doors.
2.2.3 Examples of worksheets
Chapter 1: Worksheet 1.1: SCAVENGER HUNT
With a partner, find the objects on the list. They are all located somewhere in the classroom. Then write a complete sentence that includes a prepositional phrase to describe each object's location.
Objects:
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Locations:
1. ___________________________________________________________
2. ___________________________________________________________
3. ___________________________________________________________
4. ___________________________________________________________
5.___________________________________________________________
6. ___________________________________________________________
7. ___________________________________________________________
8. ___________________________________________________________
9.____________________________________________________________
10. __________________________________________________________
Worksheet 1.2: ERROR ANALYSIS
With your partner, decide whether the sentences describing the picture are correct or incorrect. If they are incorrect, correct them.
1. The bird is on the umbrella.
2. The sandwiches are behind the salad.
3. The spatula is on the man's hand.
4. The hammock is between a tree and a pole.
5. The dog is under the table.
6. The cat is under the table.
7. The baby is beside the father.
8. The hot dogs are next to the salad.
9. The chairs are under the table.
10. The grill is in front of the man.
Worksheet 1.3 A: PREPOSITION BEE (LOWER LEVEL)
1. What time do you get up ___________________________ the morning?
2. She is sitting ____________________________________________ me.
3. The roof is ______________________________________our classroom.
4. I have a doctor's appointment ______________________________10:30.
5. Scott was born ___________________________________________June.
6. Do you have any money _____________________________ your wallet?
7. I am standing __________________________________Sarah and Alison.
8. I'll meet you ____________________________ the library this afternoon.
9. Our classroom is _____________________________________ the office.
10. Before the test begins, please put your books ______________ the table.
11. Keiko attends class ___________9:00________________________2:30.
12. What time does it get dark_______________________________ night?
13. I'll be ________________ my office after class if you want to talk to me.
14. Please keep your notes____________________________your notebook.
15. I'm always cold because there is a ceiling fan directly ________my desk.
16. When it's cold, I wear a sweater _________________________my skirt.
17. Hugo works out in the gym ____________________________ Saturday.
18. Where's my pencil? I don't see it, but it must be ______ here somewhere.
19. The back seat is ________________________ the driver's seat in a car.
20. I'm going _____________________________to take my dog for a walk.
21. The children pressed their noses inside the store _______ the glass to see what was inside the story.
Worksheet 1.3 B: PREPOSITION BEE (HIGHER LEVEL)
1. I'll meet you _____________________4:00, give or take 15 minutes.
2. Mary was walking ________________ from her car when I saw her.
3. It's raining; you'd better put a coat ____________________your dress.
4. Marco was walking ____________________the river when he fell in.
5. He set the vase ____________________________________the table.
6. The basketball went ________________________________the hoop.
7. The sign warned people not to lean_________ the newly painted wall.