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Competitive games

Speed

|Grammar: |Collocations with wide, narrow, and broad. |
|Level: |Intermediate to advanced |
|Time: |15-20 minutes |
|Materials:|Three cards, with wide on one, narrow on the second and|
| |broad on the third |

Preparation

Prepare three large cards with wide on one, narrow on the second and broad on the third.

In class

Clear as much space as you can in your classroom so that students have access to all the walls and ask two students to act as secretaries at the board. Steak each of your card on one of the other three walls of the room.
Ask the rest of the students to gather in the middle of the space.
Tell the students that you’re going to read out sentences with a word missing. If they think that the right word for that sentence is wide they should rush over and touch the wide card. If they think the word should be narrow or broad they touch the respective card instead. Tell them that in some cases there are two right answers (they choose either).
Tell the secretaries at the board to write down the correct versions of the sentences in full as the game progresses.
Read out the first gapped sentence and have the students rush to what they think is the appropriate wall. Give the correct versions and make sure it goes up in the board. Continue with the second sentence etc.
At the end of the strenuous part ask the students to tale down the sentences in their books. A relief from running! ( If the students want a challenge they should get a partner and together write down as many sentences as they remember with their backs to the board before turning round to complete their notes. Or else have their partner to dictate the sentences with a gap for them to try to complete.)

Sentences to read out

|They used a … angled lens |Wide |
|He looked at her with a … smile |Broad |
|The socialists won by a …. Margin |Narrow/broad |
|She is very … minded |Broad/narrow |
|He speaks the language with a … |Broad |
|London accent | |
|You were wrong what you said was … of|Wide |
|the mark | |
|You had a … escape |Narrow |
|Of course they’re … open to criticism|Wide |
|They went down the canal in a … boat |Narrow |
|She opened her eyes … |Wide |
|The news was broadcast nation … |Wide |
|The path was three meters … |Wide |
|The light was so bright that she … |Narrowed |
|her eyes | |

Variation

You can play this game with many sets of grammar exponents:
. Forms of the article; a, the and zero article
. Prepositions
Etc.

Cognitive games

Spot the differences

|Grammar: |Common mistakes |
|Level: |Elementary |
|Time: |20-30 minutes |
|Materials:|One copy of Late-comer A and Late-comer B for each |
| |student |

In class

Pair the students and give them the two texts. Ask them to spot all the differences they can between them. Tell them that there may be more than one pair of differences per pair of parallel sentences. Tell them one item in each pair of alternatives is correct.
They are to choose the correct form from each pair.

|Late-comer A |Late-comer B |
|This women was often very late |This woman was often very late |
|She was late for meetings |She was late for meeting |
|She were late for dinners |She was late for dinners |
|She was late when she went to |She was late as she went to the |
|the cinema |cinema |
|One day she arrive for a meeting|One day she arrived for meeting |
|half an hour early |half ah hour early |
|Nobody could understand because |Nobody couldn’t understand why |
|she was early |she was early |
|‘Of course,’ someone said, |‘Of course,’ someone say, ‘the |
|‘clocks put back last night.’ |clocks were put back last |
| |night.’ |

3. Ask them to dictate the correct text to you at the board. Write down exactly what they say so students have a chance to correct each other both in terms of grammar and in terms of their pronunciation. If a student pronounces ‘dis voman’ for ‘this woman’ then write up the wrong version.
Only write it correctly when the student pronounces it right. Your task in this exercise is to allow the students to try out their hypotheses about sound and grammar without putting them right too soon and so reducing their energy and blocking their learning. Being too kind can be cognitively unkind.

Variation

To make this exercise more oral, pair the students and ask them to sit facing each other. Give Later-comer A to one student and Late-comer B to the other in each pair. They then have to do very detailed listening to each other’s texts.

Feeling and grammar

Typical questions

|Grammar: |Question formation-varied interrogatives |
|Level: |Beginner to elementary |
|Time: |20-30 minutes |
|Materials:|None |

In class

1. Ask the students to draw a quick sketch of a four-year-old they know well. Give them these typical questions such a person may ask, e.g.

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