English faculty II english language Teaching methodology department№2

CREATE A NEW ENDING

With this activity, students can paractice discussion and writing skills as well as using critical thinking skills in coming up with a new ending.
At the end of class after watching a movie or reading a story, have students create a new ending for the story. Begin by asking, “What would happen if …” as possible alternate endings. Students can then work in pairs and share their new ending with their classmates.

7. 
   IF I WERE RICH
   

The aim of this activity is to introduce the unreal or second conditional.
Procedure
Play a clip of the song from the musical “Fiddler on the Roof.”, “If I Were a Rich Man” .

Then lead a discussion of the things that the character Tevye wants but doesn’t have. Students can then create their own lists of what they would do if they were rich or interview each other. At the end, compare the results with the class.

8. 
   WARNING NOISES
   

Select five or six ‘Be careful …’ warning sentences, e.g. ‘If you eat that, it’ll poison you‘. Ask your students to decide where the main stresses are in each sentence. Then offer a strong model of intonation for giving warnings. Get students to experiment saying these in pairs, then stand up and mingle. Every time they meet another learner, they give a warning. When they’ve had enough, ask learners to write new warnings they could give people. When ready, repeat the mingling activity.
ALTERNATIVE TIP: DANGEROUS RESULTS
Give one student a warning about some small, insignificant actions, e.g. If you drop your pen it will break. Ask your students to continue the sentence eliciting another warning, e.g. If your pen breaks you won’t be able to take the exam. The warnings should become bigger and stronger as the chain goes on.

9. 
   PROMISES, PROMISES
   

Say that you have a million dollars to give someone and you will give it to the person who persuades you the best. Teach them the sentence structure: ‘If you give me a million dollars, I’ll …’ and then let the learners take it in turns to try and persuade you. Award the ‘cash’ to the best or funniest promise.

10. 
    STAR WARNINGS
    

Ask the class to work in groups. Each group thinks of a famous story they all know – e.g. a fairy story such as Red Riding Hood or a film such as Star Wars. Ask each group to think through the story and imagine what warnings they could give the characters at various points in the story: e.g. ‘If you meet a wolf – run!‘, or ‘If you can’t see your granny – phone the police!’.
When ready, pairs of groups meet and say only their warnings; the other group must guess what the original story was. When both groups have heard all the warnings they should invent a completely new story for which all the warnings apply.

IV.CONCLUSION
Grammar can be considered an invisible language that makes written communication more effective. Moreover, it can also help learners in other areas, such as speaking or understanding what others are trying to communicate. The importance of grammar cannot be emphasized enough because it helps us know what is being communicated and how we can respond appropriately. If learners want to improve their English skills, they must start by learning the grammar rules and then practising them until it becomes a habit.