Read the grammar games and fill the survey:

 A game that practices the use of can/can’t (ability)

FUN ABILITY TEST

Divide the class into groups of three or four. Give each group a copy of the worksheet. Go
thought the challenges on the worksheet and make sure the students understand each one.
Ask the students to write their names next to the first challenge on the worksheet. In their
groups, the students take it in turns to complete the first challenge. Students put a tick in
the ‘can’ and ‘can’t’ column next to their name, depending on whether they completed the
task successfully or not. The students then repeat the procedure for the other challenges
and complete the chart. After the game is finished, the groups have to write a summary of
what they can and can’t do. Have each group read the summaries they have made.

Example of the worksheet:

  A game that practices the use of Present Continues yes/no questions

The class is divided into groups of four. Each group is then split into two teams of two
(Team A and B). Each team is given 15 present continuous sentence cards. The teams
draw a picture on each card, according to the present continuous sentence shown on the
card. When they have drawn all the pictures, teams take it in turns to guess what the other
team has drawn on one of their cards. Team A chooses one of their picture cards and tells
Team B who is in the picture, e.g. 'It is a picture of a woman'. Team B then asks present
continuous yes/no questions to determine what is happening in the picture, e.g. 'Is she
moving?' 'Is she watching something?' Team A replies with short answers as appropriate.
If Team B successfully guesses what is happening in the picture, they score one point. If
not, Team A is awarded with the point. The teams then swap roles. This continues until all
the cards have been used. The team with the most points at the end of the game wins.

Example of the worksheet:

  A game that practices the use of adverbs of frequency

FREQUENCY LADDER
To prepare for the activity, print the ladder bellow. The ladder should have nine rugs and
each labeled with one of the adverbs of frequency in this order starting from the top:
always, usually, very often, often, sometimes, hardly ever, almost never, never. Students
start at the bottom of the ladder asking their classmates questions, trying to elicit a
response from a classmate using the word never. If a person gets an answer with never, he
can move up to the next run and try to elicit an answer with almost never from another
classmate. Students must go from the bottom of the ladder to the top of it, asking their
classmates questions and getting answers with adverbs of frequency, without making a
mistake. If they receive the wrong answer, they must go back to the start and the bottom
rung of the ladder. Before starting the game give an example of questions and answers
with adverbs of frequency.

Example of the ladder:

 A game that practices the use of Present Simple

WHAT SOMEONE DOES

In introducing the game, the teacher can explain the use of the simple present (in contrast
to the present continuous) to indicate habitual action. The teacher should go through every
word from the board game and explain the meaning if the students don’t know it yet.

Have students sit in groups of 3 – 4. Determine who goes first and progress clockwise or
counter – clockwise. Each player rolls the dice in turn. On their turns, the players move
their game pieces along the path according to the number of spaces indicated by the dice.
When players land on a space, they should read the phrase aloud. The player say two
things someone does in this place or in the condition. No player is allowed to repeat
something that has already been said. The game continues until one or all players reach
the ‘Finish’ space.

Example of the board:

 A game that practices the use of prepositions of movement

UP, DOWN, LEFT, RIGHT

In this activity, students use prepositions of movements and place to give instructions on
where to draw pictures in a grid. The students are divided into pairs (A and B) and each
student is given a corresponding worksheet. Student A starts by reading a set of
instructions to Student B. Student B follow the instructions and draw a picture in the grid
on the worksheet. Afterwards, Student B reads instructions for Student A to follow. When
the students have finished, they check each other’s drawings and locations. If some
drawings or locations are wrong, the instructions are repeated.

Example of the worksheet:

 SURVEY
Experience as a teacher: ………..

1. How much do you agree with the following statements:

Neither
Strongly Strongly
Disagree agree Nor Agree
disagree agree
disagree
The games are fun.
☐ ☐ ☐ ☐ ☐

The games help students

remember the grammar
easily. ☐ ☐ ☐ ☐ ☐

The games give each

student the opportunity to
☐ ☐ ☐ ☐ ☐
equally participate in the
lesson.

2. In which game the children repeat the new grammar/ the grammar structure multiple
times? The games that practices the use of:

☐ Can and can’t (for ability)

☐ Present continuous yes/no questions\

☐ Adverbs of frequency

☐ Present simple

☐ Prepositions of movement

☐ All of the above

3. In which game the children interact with each other and take turns? The game that
practices the use of:

☐ Can and can’t (for ability)

☐ Present continuous yes/no questions\

☐ Adverbs of frequency

☐ Present simple

☐ Prepositions of movement

☐ All of the above

4. Which of the games can be adapt for other grammar needs? The game that practices the
use of:

☐ Can and can’t (for ability)

☐ Present continuous yes/no questions\

☐ Adverbs of frequency

☐ Present simple

☐ Prepositions of movement

☐ All of the above

5. Which of the following games make students focus on the language, so that they
unconsciously apply grammar and vocabulary? The game that practices the use of:

☐ Can and can’t (for ability)

☐ Present continuous yes/no questions\

☐ Adverbs of frequency

☐ Present simple

☐ Prepositions of movement

☐ All of the above

6. Which of the games you will use in your English class? The game that practices the use
of:

☐ Can and can’t (for ability)

☐ Present continuous yes/no questions\

☐ Adverbs of frequency

☐ Present simple

☐ Prepositions of movement

☐ All of the above

6.1. Why did you choose that

game/games?.....................................................................................................................................
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