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| Grammar tips | Reading tips |
After the holidays it is time to review important language structures. The most obvious grammar that students need now, is the past tense. They all want to talk about their summer holidays and share exciting adventures.
Grammar structures are learned best in authentic situations. The following games and activities are all communicative drills that orally practice correct and TRUE sentences. They engage many areas of the brain and build large neural networks in the learners’ brains.
Game 1: Holiday Dominoes
In this communicative drill students practice all the tricky forms of the past tense:
Activity 2: Holiday Raps:
Holiday Raps is another fun activity to practice irregular verbs.
Students need a list of all the irregular verbs that they have learned so far. If your textbook does not provide such a list, you can use the list in our grammar book (page 35).
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Click on the images to open the files. |
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Instructions for the students
Work with a partner
Step 1: Read the verbs on the list carefully and mark all the activities that you did in the holidays. Find as many verbs as possible.
Step 2: Write a true sentence about your holidays with each of the verbs.
Step 3: Now write a question for each of your sentences:
Example: take- took – taken: I took a ferry to Greece.
Question: Did you take a ferry?
Step 4: Work with your parter and make a rap out of your sentences. Try to find a rhythm for your questions and answers.
Example: Student A: Did you take a ferryboat?
Student B: Yes, I took a ferryboat. I took a ferryboat to Greece.
Student B: Did you eat some ice-cream?
Student A: Yes, I age some ice-cream. Vanilla was the best.
Do this for at least 10 questions and answers. Practice your rap. Clap the rhythm with your hands or find a simple beat online. Then perform your rap in front of the class (or record it on your phone and upload it to the space provided by your teacher).
Activity 3: Find Someone Who
A third activity that works well to practice past simple questions and answers is the popular game Find Someone Who.
Click on the image to open the worksheet
Game 4: 30 Seconds
In this boardgame the students have to roll a dice and answer the questions that they land on. They have to speak for 30 seconds and give lots of details. If they cannot speak for 30 seconds, they must go back to where they just came from.
Click on the image to open the gameboard.
Activity 5: Magic Camera
In this activity students recall a beautiful or interesting moment from their holidays and then draw a quick sketch (holiday snapshot) of the scene. They should only spend a few minutes on this drawing — it does not have to be a masterpiece.
The students then meet in small groups and share their “snapshots” explaining in detail where they were at the time, what was going on around them, what the atmosphere was like…
In this activity students will practice using the past simple and the past progressive form to describe the atmosphere of the moment.
Tip: It is often helpful to give the students some time to prepare their presentations. They should be able to talk about their snapshot for about 2 minutes. This is quite long and requires some preparation. Allow them to take some notes (key words only) on a small piece of paper.
I often do a practice round with the class where I turn on a countdown timer on the screen and ask the class to practice all at the same time, mumbling their little presentations. If they cannot fill the 2 minutes, I give them another few minutes to add details to their notes and we do another trial round. After these “mumbling rounds”, the students are well prepared to share their special holiday moments in their groups.
Variation: Instead of small groups, you could also do the sharing rounds in concentric circles with students talking to a new partner a few times.
These basic activities all follow the principles of effective communicative grammar teaching. They are fully contextualized, based on the students’ real experiences, and they drill the structures and forms of the past tense, allowing students to form unconscious patterns in their brains that will later lead to automatic production of the correct forms.
Have your students done enough reading this year? Do you want to encourage them to read some books during the summer? This is the ideal time to plan a short but very effective end-of-year reading project for your learners.
My tip for this season: Choose Your Own Adventure books
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The official commentary to the new curriculum tells us the following:
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Die Fertigkeit Lesen spielt im neuen Lehrplan eine besonders wichtige Rolle. Es ist aus vielen Forschungsprojekten bekannt, dass extensives Lesen natürlichen Spracherwerb im Sinne von “Acquisition”[1] begünstigt. Im neuen Lehrplan wurde deshalb neben den bisher geläufigen Leseaufgaben zu Kurztexten auch explizit das extensive Lesen von Büchern (Ganztexten) aufgenommen. Ab der Schulstufe 7 sollten die Schülerinnen und Schüler in der Lage sein, authentische Kinderbücher und Jugendbücher mit zufriedenstellendem Globalverständnis zu lesen. Um die Lernenden Schritt für Schritt auf die Lektüre von authentischen Kinder- und Jugendbüchern vorzubereiten, ist es wichtig, möglichst früh (schon im ersten Lernjahr) mit dem selbstständigen Lesen von Bilderbüchern zu beginnen. Dadurch werden “top-down reading strategies” entwickelt, die den Schülerinnen und Schüler helfen, unbekannte Worte und Wendungen aus dem Kontext zu erschließen. Gerade auf niedrigen Sprachniveaus (A1, A2) ist diese Fähigkeit, aus einzelnen verstandenen Teilen ein sinnvolles Ganzes zu erschließen, extrem wichtig. Da davon auszugehen ist, dass nicht alle Schülerinnen und Schüler einer Klasse dasselbe Leseniveau aufweisen und die Kinder auch unterschiedliche Interessen und Erfahrungen mitbringen, ist es wichtig Schülerinnen und Schüler eigenständig nach Interesse und Sprachniveau geeignete Bücher wählen zu lassen. Dies fördert die intrinsische Motivation, auch längere und schwierigere Texte zu lesen und dabei einer spannenden Handlung möglichst gut zu folgen. |
If you feel that your students need a bit more reading practice, have a look at the Choose Your Own Adventure project. This project can be done at different levels:
The project is ideal for the end of the school-year. It includes reading, speaking and writing and only takes a few lessons. No long reading at home — everything can be done in class. Follow this link to my page on CHOOSE YOUR OWN ADVENTURE books or click on the image below to go to the page.
| A Quick Reminder |
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It’s now time to order the textbooks for next year. If you would like to use our booklets (Reading diaries, Me-books, Grammar books) in one of your classes next year, you can order them as “Unterrichtsmittel eigener Wahl (UEW)” right now. Just talk to your “Schulbuchreferent/in to make sure there is money left for UEW (up to 15% of the budget). If you want to, we can send the books to you now and you can start using them right away. Of course you can order the booklets any time later if you want to use them next year.
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Yes, there is – and it is very easy to decide when is the right time to teach and/or review a particular structure or form. Research on language acquisition tells us that learning means adding new connections to existing networks in our brains. Therefore, we want to use the neural networks that already exist in our students’ brains and just add a new form. Ideally, we do this at a time when the network is already activated by other circumstances.
At a time when our students are certainly all looking forward to the upcoming Easter holidays, it will be very obvious to activate their networks for the plans they have made with family and friends. This is the ideal time to add a new grammar structure to their active networks.
To talk about PLANS and INTENTIONS in English, we need the “going to” form.
Even if your textbook does not currently suggest this grammatical structure – or if you have already taught it – now is the time to introduce and/or practice TALKING ABOUT PLANS + GOING TO.
Remember: Using several senses simultaneously will create large neural networks in the students’ brains. In the following activities the learners are speaking (and moving their lips, mouth…) hearing and thinking about personal plans.
For A1 -A2 learners, I have used the following DOMINO RACE, which “washes” the new structure into the learners’ brains. Play the game several times and record the time the class needs to complete it by using your phone’s stopwatch. Play the game again in the following lessons and see if the class can do it faster and beat their record.
Download the printable file here.
In this set of cards the learners can choose between a Yes and a NO answer, according to their true holiday plans. Always encourage this choice — it adds some personalization to the grammar and vocab activities and helps the learners to link the new language to their true experiences — and networks in their brains.
For more Domino Race games, follow this link.
Another activity that works well at this level is a “Find someone who” activity adapted for EASTER Plans. Click on the image to download the worksheet.
Both activities are communicative DRILLS where the learners make perfect MEANING-FORM connections. Do these and similar activities again before any interesting events or holidays. This will help the learners to make stable and permanent MEANING-FORM connections that they can use automatically and correctly.
For more communicative grammar tips check out “My Personal Grammarbook”
