O‘zbekiston respublikasi xalq ta'limi vazirligi

Examples of some games and activities that help to motivate pupils.
PREPOSITIONS OF TIME AND PLACE

1. 
   MAGAZINE SEARCH
   

Materials: Magazines to share in groups
Dynamic: Small groups
Time: 15 minutes
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Procedure: 1. On the board, write a list of prepositions of place that the students have studied. Divide the students into groups of three or four and give each group several magazines. You may want to ask students to bring in their own. If you are supplying them, be sure that they have full-page ads or other large pictures.

2. 
   Give the groups a time limit and have them search through their magazines to find a picture that contains situations illustrating prepositions of place.
   
3. 
   When the time is up, each group goes to the front of the class, holds up its picture, and explains (in sentences) the contents of the picture, using prepositions of place.
   

Example: The dog is under the table.
The table is next to the man.
The table is in front of the window.

4. 
   The group that found a picture allowing them to correctly use the most prepositions of place from the list on the board wins.
   

NOTE: With an intermediate group, choose a wider range of prepositions that they have already reviewed.

2. 
   SCAVENGER HUNT
   

Materials: Optional Worksheet, objects filled in various objects provided by instructor.
Dynamic: Pairs
Time: 20 minutes
Procedure: 1. Before students come into the classroom, distribute various objects around the room, placing them in visible positions that students can describe using their prepositions of place. List the objects on the worksheet.

2. 
   Divide the class into pairs and give each pair a copy of the worksheet.
   
3. 
   The students look around the room for each object listed on the worksheet and write a complete sentence describing its location. The first group to finish brings their worksheet to you to be checked. If the answers are correct, that group wins.
   

3. 
   TIC TAC TOE
   

Materials: Board, Optional worksheet
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Dynamic: Teams
Time: 10 minutes
Procedure: 1. Draw a tic tac toe grid on the board with the first word of the phrasal verbs written in. Divide the class into two groups.

2. 
   A student from Team X comes to the board and writes in the corresponding particle for the verb he/she selects. If correct, he/she draws his/her mark in the square (an X). (You may choose to accept only combinations you have studied in class or that are listed in the students' books, or you may decide to accept any correct combination. Whichever you decide to accept, make your decision clear to the students before playing the game.)
   
3. 
   A student from Team О then comes to the board and does the same. If an answer is incorrect, the student cannot draw his/her mark and erases the answer. The next player on the other team may choose that same square or another square.
   
4. 
   The first team with three marks in a row wins.
   

NOTE: You will probably want to explain game strategy such as blocking, but often the student's choice is based on which verb he/she knows.

2. 
   As a follow-up, divide the class into groups of three and use the worksheet. One student is X, one is 0, and the other is in charge and can have his/her book open to the verb page to judge whether an answer is correct. After the first game, the students should rotate roles so that the judge is now one of the players. Continue until all students have had a chance to be the judge. As you will see, some of the verbs on the handout take several different prepositions. As long as the students make an acceptable phrasal verb, the answer is correct.
   

NOTE: The items on the worksheet come from the list in Fundamentals of English Grammar. If this worksheet is not appropriate to your class, modify it.
Variation: On the grid on the board (or on a modified worksheet), fill in the squares with both parts of phrasal verbs. When a student selects a certain square, he/she must use the phrasal verb in a complete sentence which demonstrates understanding of the meaning. If the sentence is correct, the student puts his/her team's mark in that square.
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Example:
ask out do over fill up get off give up try on turn off make up hang up
A student from Team X chooses "give up." The student then makes a sentence orally: I couldn't understand the assignment, so I gave up. The sentence must reflect the student's understanding of the meaning of the phrasal verb. A sentence such as I gave up or Don't give up is not acceptable. If a sentence is accepted as being correct, the student writes an X over the square. A student from Team О then chooses a square and makes a meaningful sentence using that phrasal verb. Alternate turns until one team has three in a row or the game is a draw.
Cooperative learning activities are also motivating. These techniques have been found to increase the self-confidence of students, including weaker ones, because every participant in a cooperative task has an important role to play. Knowing that their team-mates are counting on them can increase students' motivation. There are some examples of them which I have used in practice:
Inside - Outside Circle:
Step 1: The students work in teams on certain material.
Step 2: The students form two big circles on the floor, one inside the other. If, for example, there are 6 teams of 4 students, 3 teams form the inner circle and the other 3 the outer circle. The inner circle looks outwards, the outer circle inwards. Each person in the inner circle has a partner in the outer circle. The students now exchange material or discuss with their partner.
Step 3: The students in the outer circle (or inner circle) move 4 persons to the right (or left), so that everyone is now facing a new partner. Material is exchanged with the new partner.
Inside-outside circle is one of the most versatile structures. It appears under the categories Class building, Mastery and Information sharing. It is very good for getting the pupils/students to feel relaxed with each other in a new class, where one can, for example, use it to get them to talk about themselves in English. If so, Stage
19 1, of course, is removed and the rotation is one person at a time - as long as one wishes.



3-Step Interview
Step 1: Pair-work: student A interviews student B.
Step 2: Partners switch roles
Step 3: Team work: Round Robin: the students explain in
turn what their partner said.
‘3-step interview' is categorized as an information-sharing structure. It can be used to process material in numerous ways. One example could be that the students interview each other about which of the two tales they have read they like the better and why, which person in a short story they find most appealing/realistic/interesting and why, etc. In the process, the person being interviewed will not only have to express himself or herself in the target language - (s)he will also become involved in an interpretation process. One could also imagine the students interviewing each other about what they would consider working on if they themselves were to plan the next sequence, etc.