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
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
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)
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
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
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.
3. After Student A has asked for directions to all the locations on 2.3 Part A, Student В asks for directions to the location on his/her handout (2.3 Part B). Student A now gives the advice.
NOTES: Locations and the ways to get there are not in order. Students must match them. A local map also works well because the students are familiar with places and highways. Pattern the handouts after Worksheet 2.3, in that case.
Variation: For a higher-level class, provide locations only and have the partner search the map for a route that goes to the requested location.
UNTRUE IN THE PRESENT
1. MEMORY GAME
Materials: 3" x 5" cards
Time: 25 minutes
Procedure: 1. On each card write an adjective in large letters so that it can be seen around the room.
SUGGESTIONS: sad, drunk, lonely, stranded, nauseous, hungry, thirsty, nervous, angry, rich, sick, sleepy, famous, tired, poor, lost, married, single, scared
(Include a few new words that will be challenging even for higher-level students, such as jilted or stranded.) Have students sit or stand in a circle while you distribute the cards. (If you use adjectives like married or single, be sure to give them to students who are not!)
2. Ask who has the best memory and then start with the person next to him/her. If you know you have a weak student, you may want to start with that person. The first student holds up his/her card and composes a sentence, using the untrue present conditional.
Example card: lonely Example sentence: If I were lonely, I would call my family.
3. The second student says his/her sentence and repeats student one's sentence. Continue around the circle, with each new student adding a sentence and repeating all the previous sentences. The last student will have to remember the sentences from all the other students. It is important that students hold their cards toward the circle at all times because they serve as clues. Also, don't let any of the students write. Students may cue their classmates through gestures. The only correction allowed is to emphasize were rather than was.
NOTE: If your class is large, divide it into two groups and play two rounds. The same cards can be used, but different sentences must be created. The game has been played with up to 14 in a low-level class and up to 22 in a high-level class.
2. CLUE
Procedure: 1. One student volunteers to leave the room and, when he/she returns, will guess the word chosen by the class from clues given by the rest of the class. The volunteer can ask questions if they are in the form of the untrue present.
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