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Interactive Grammar 1. A Visit with an Important Person! – Indefinite articles 2. Plural Soup - Plurals of regular and common irregular nouns 3. Scrambled Sentences - Word Order In a Sentence 4. Living Words – Word Order In a Sentence 5. Funny Animal Bingo – position of adjectives 6. Guess Who? – question words 7. Animal Fun - Personal pronoun it, adjectives 8. Loot Bag - Possessive “s” 9. Messy Classroom - Prepositions of place 10. Chain game - 3rd person singular in the simple present 11. Just do it – Imperative 12. Bingo On Grammar - Simple present tense 13. What Are You Doing? - present continuous 14. Where Is it - Question words who, what, where, when 15. Find It - 3rd person pronouns - he, she, it, they 16. Who’s Wearing What? – possessive adjectives 17. The Jellybean Hunt - Prepositions of place 18. Who is it? - Possessive adjectives, personal pronoun 19. Poor You - Modal auxiliaries: have to, can 20. I’m going to … - Future with “going to” 21. Command Expedition – Imperatives 22. Day by Day – present simple, adverbs of frequency 23. Playing Cards - present continuous 24. Monday Memories - Simple past tense of regular 25. Tic-Tac-Toe - Past tense of irregular verbs www.IELTS4U.blogfa.com
Transcript

Interactive Grammar

1. A Visit with an Important Person! – Indefinite articles

2. Plural Soup - Plurals of regular and common irregular nouns

3. Scrambled Sentences - Word Order In a Sentence

4. Living Words – Word Order In a Sentence

5. Funny Animal Bingo – position of adjectives

6. Guess Who? – question words

7. Animal Fun - Personal pronoun it, adjectives

8. Loot Bag - Possessive “s”

9. Messy Classroom - Prepositions of place

10. Chain game - 3rd person singular in the simple present

11. Just do it – Imperative

12. Bingo On Grammar - Simple present tense

13. What Are You Doing? - present continuous

14. Where Is it - Question words who, what, where, when

15. Find It - 3rd person pronouns - he, she, it, they

16. Who’s Wearing What? – possessive adjectives

17. The Jellybean Hunt - Prepositions of place

18. Who is it? - Possessive adjectives, personal pronoun

19. Poor You - Modal auxiliaries: have to, can

20. I’m going to … - Future with “going to”

21. Command Expedition – Imperatives

22. Day by Day – present simple, adverbs of frequency

23. Playing Cards - present continuous

24. Monday Memories - Simple past tense of regular

25. Tic-Tac-Toe - Past tense of irregular verbs

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INTERACTIVE GRAMMAR 1Cycle 2

Competency linkCompetencies 1, 2 and 3

Time15 to 20 minutes

Structure

Theme

Setting the scene

Variations+

follow-up

Languageexpected

Procedure

Material

Classroom set-up

situation

• The alphabet • Objects • Food

• Indefinite articles (a / an)

• Groups of 6

• Chalkboard• Reproducible 1• Focus 1

Tell the students they will play a game in which they will have to remember different items.

• The teacher should explain the use of “a” and “an” using Focus 1 and do some examples with the class.

• When students are ready, write on the board the following sentence:“I’m going to visit my grandmother and I’m taking a/an _______”.

• Tell the students that they have to complete the sentence with a word of their choice .

• The single item chosen must start with the letter “a”.

• The second student says the entire sentence and adds another single item starting with the letter “b”.

• The third student must repeat the first two items and add an item starting with the letter “c”, and so forth.

• At the end of the last round (if the teacher chooses to do more than one), students write on thepractice sheet (Reproducible 1) all the items they can remember.

Structure

• I’m going to visit my grandmother and I’m taking a/an __________.

Interaction

• Repeat please.

• How do you spell____?

• It’s your turn.

• What about you?

• Good idea!

• For beginner students, the teacher can provide a few word banks or have the students preparesome for homework.

• Several students may keep a record of the additions to the sentence and help to correct thepractice sheet (Reproducible 1).

• For written practice (in pairs) or as homework (individually), students can write their own list withletters “a” to “z” using the appropriate article.

• This game can also be played in the past tense. For example:“ I went to visit my grandmother and I took a/an__________”

• It is also possible to replace “grandmother” by another person or even a place.For example: “I’m going to school and I’m taking a lunch.”

AVisit with an Important Person!

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1A Visit with an Important Person!INTERACTIVE GRAMMAR Reproducible 1INTERACTIVE GRAMMARINTERACTIVE GRAMMAR

Instructions: 1. Remember the items of the game.2. Write each one on a line below.3. Use “a” or “an” before each item.4. Illustrate the items in the boxes below.

1._______________ _______________

2._______________ ________________

3._______________ _________________

4.______________ _________________

5._______________ _________________

6._______________ _________________

Practice sheet

I’m going to visit my grandmother and I’m taking...

A / An ITEM ILLUSTRATION

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INTERACTIVE GRAMMAR Focus 1

Example

“a” and “an”a and an are indefinite articles.

We use an before a word beginning with a vowel (a,e,i,o,u)

an apple

We use a before a word beginning with a consonant.

a dog

Example

I see an airplane in the sky.

I have a pebble in my shoe.

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INTERACTIVE GRAMMAR 2Cycle 2

Competency linkCompetency 1

Time15 minutes Plural SoupStructure

Theme

Setting the scene

Variations+

follow-up

Languageexpected

Procedure

Material

Classroom set-up

situation

• Classroom objects, animalsand body parts

• Plurals of regular and commonirregular nouns

• Groups of 2 to 4 students

• Picture cards (Reproducible 1)• Focus 2-A and 2-B

• Review vocabulary related to classroom objects, animals and body parts.

• Tell the students that they are going to play a card game in which they will identify different classroomobjects, body parts and animals. They will also have to use the correct plural form of the vocabulary inEnglish.

• Form groups of two to four students.

• Distribute a set of picture cards to each group of students.

• Students place the picture cards face down in a pile.

• Taking turns, each student draws a picture card from the pile and, speaking aloud, identifies the object onthe card along with the quantity, e.g.: one dog, two books, etc..

• If the student correctly identifies the picture and quantity and pronounces the plural form to the satisfac-tion of the rest of the team, that student may keep the card. If the student is unable to correctly identifythe picture or does not pronounce the plural form correctly, that card is passed to the next student.

• The teacher should model the pronunciation of the plural “s” by exaggerating, e.g.: “Two bookssssss .”Students should also be encouraged to exaggerate the pronunciation.

• This continues until all the cards in the pile have been correctly identified. The student with the mostcards wins.

Structure• plural s and es• irregular nouns child - children, tooth - teeth, foot - feet, mouse – mice, man - men,

woman – women

Interaction• Whose turn is it?• It’s my/your turn.• Very good!• That’s correct/right.• That’s not correct/right.• That’s wrong.• I don’t understand.

• Please repeat.

• For a more simple version, the teacher may select picture cards that practise only regular nouns with theplural “s”.

• For more advanced practice, students can write their answers on a piece of paper in addition to sayingthem aloud.

• Students can make their own picture cards.

• The activity can also be done with different themes, e.g.: food, sports articles, vehicles, clothing, thingsrelated to different special occasions (Christmas, Halloween, etc.).

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2Plural SoupINTERACTIVE GRAMMAR Reproducible 1INTERACTIVE GRAMMAR

Picture Cards

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2Plural SoupINTERACTIVE GRAMMAR Reproducible 1INTERACTIVE GRAMMAR

Picture Cards

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2Plural SoupINTERACTIVE GRAMMAR Reproducible 1INTERACTIVE GRAMMAR

Picture Cards

Name:

������������

Name:

������������Name:

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2Plural SoupINTERACTIVE GRAMMAR Reproducible 1INTERACTIVE GRAMMAR

Picture Cards

����������

©

����������

����������

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INTERACTIVE GRAMMAR Focus 2-A

Example

Plural sWhen we put a noun in the plural form in English we add an s.

one dog - two dogsone cat - two cats

Example

Plural esFor words that end in the letters s, x , sh or ch, we add es.

one bus - two busesone box - two boxes

one brush - two brushesone church - two churches

The cats are in the boxes.

Seven smiling snakes.

Two heads arebetter than one!

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INTERACTIVE GRAMMAR Focus 2-B

Example

Plural - Irregular NounsSome nouns are irregular.

We must learn the irregular plural forms of these words.

one child - two childrenone man - two men

one woman - two womenone foot - two feet

one tooth - two teethone mouse - two mice

The mice have big teeth.

The children have big feet.

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INTERACTIVE GRAMMAR 3Cycle 2

Competency linkCompetencies 1, 2 and 3

Time20 minutes Scrambled SentencesStructure

Theme

Setting the scene

Variations+

follow-up

Languageexpected

Procedure

Material

Classroom set-up

situation

• Factual information

• Word order in sentences (subject - verb - object)

• Pairs

• Word cards (Reproducible 1)• Envelopes• Focus 3

• Tell students that they will place word cards in order to form sentences.

• In advance prepare envelopes containing the word cards. Provide one envelope for each pair of stu-dents.

• On the board write an example of a simple sentence (subject - verb - object, e.g.: The cat is fat.)Point out the capital letter at the beginning and the period at the end; other examples can be solicitedfrom the students.

• Have the students form pairs and give one envelope containing the words for 10 sentences to each pair.

• Tell students to empty the envelope and move the words around to form 10 complete sentences.

• When all the pairs have completed the task, correct the work with the whole class by having differentpairs read their sentences aloud.

• Write the sentences on the board as they are read (a student can also do this). Accept all plausiblecombinations.

• Ask students to put the cards back in the envelope when the sentence has been written on the board.

Structure

The cat drinks milk.

subject + verb + object

Interaction

• I’m next.

• It’s my turn.

• I agree.

• No, I don’t think so.

• Students can illustrate the sentences and post them in the classroom.

• Students can create their own sentences for homework and repeat the activity with their new sentencesat the next class.

• Silly sentences can be created by moving words around or by adding new words.

• Students can be asked to group the words by category (subject, verb, object).

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3Scrambled SentencesINTERACTIVE GRAMMAR Reproducible 1INTERACTIVE GRAMMAR

Word CardsT

he c

at

drin

ks

milk

.

The

dog

ea

ts

a tr

eat.

My

brot

her

play

s ho

ckey

.

My

sist

er

read

s a

book

.

An

elep

hant

is

ve

ry b

ig.

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3Scrambled SentencesINTERACTIVE GRAMMAR Reproducible 1

Word CardsT

he m

an

driv

es

a ca

r.

Am

ouse

is

ve

ry s

mal

l.

The

tea

cher

sp

eaks

E

nglis

h.

My

frie

nd

has

long

hai

r.

The

dan

cer

jum

ps

in t

he a

ir.

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3Scrambled SentencesINTERACTIVE GRAMMAR Reproducible 1

Word CardsInstructions: Create your own word cards.

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INTERACTIVE GRAMMAR Focus 3

Exam

ple

Wo

rd O

rde

r in

Se

nte

nc

es

Asi

mpl

e se

nten

ce is

mad

e up

of

3 pa

rts:

subj

ect +

ver

b +

obje

ct

The

cat

+ d

rinks

+ m

ilk.

(sub

ject

)

(

verb

)

(obj

ect)

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INTERACTIVE GRAMMAR 4Cycle 2

Competency linkCompetencies 1, 2 and 3

Time20 minutes Living WordsStructure

Theme

Setting the scene

Variations+

follow-up

Languageexpected

Procedure

Material

Classroom set-up

situation

• Factual information

• Word order in sentences (subject - verb - object)

• Whole class

• Sentence sheets (Reproducibles 1 to 12) • Focus 4

• Tell the students that they will have to form a complete sentence with the help of two other students.

• Distribute the three parts of Reproducible 1 to be used as a sample sentence.

Model the activity with the students.

• Distribute the cut-up sentences (Reproducibles 2 to 11), one piece to each student in the class.

• Students then move about the classroom and get together with other students who have a different part

of a sentence.

• Each group must agree that the sentence is correct and makes sense.

• When all the groups have been formed, the teacher has one student from each group read its

sentence. The students should change groups if their sentence is incorrect.

Structure

• The cat is big.

subject + verb + object

Interaction

• Let’s get together.

• Do you agree?

• I agree./ It’s O.K../ Fine

• I don’t agree./ No way!

• The sentences can be written in the student’s copy book.

• For more difficulty, adjectives and adverbs can be added to the sentences.

• The teacher can have the students reflect on the different parts of a sentence.

• The blank sentence sheet (Reproducible 12) can be used to create new sentences or even a short story.

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4Living WordsINTERACTIVE GRAMMAR Reproducible 1

The

boy

shar

pens

his

penc

il.

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4Living WordsINTERACTIVE GRAMMAR Reproducible 2

The

mon

key

eats

bana

nas.

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4Living WordsINTERACTIVE GRAMMAR Reproducible 3

Jim

cros

ses

the

stre

et.

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4Living WordsINTERACTIVE GRAMMAR Reproducible 4

My

brot

her

liste

ns

to m

usic

.

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4Living WordsINTERACTIVE GRAMMAR Reproducible 5

My

sist

er

uses

a co

mpu

ter.

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4Living WordsINTERACTIVE GRAMMAR Reproducible 6

My

mot

her

read

s

the

new

spap

er.✂

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4Living WordsINTERACTIVE GRAMMAR Reproducible 7

My

fath

er

prep

ares

the

lunc

h.

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4Living WordsINTERACTIVE GRAMMAR Reproducible 8

Hock

ey p

laye

rs

prac

tise

at th

e ar

ena.

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4Living WordsINTERACTIVE GRAMMAR Reproducible 9

My

frien

ds

swim

in the

swim

ming

pool.✂

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4Living WordsINTERACTIVE GRAMMAR Reproducible 10

My

partn

er

agre

es

with

me.

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4Living WordsINTERACTIVE GRAMMAR Reproducible 11

My

frien

d

thro

ws

the

ball.

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4Living WordsINTERACTIVE GRAMMAR Reproducible 12

✂ ✂

Instructions: Create your own sentences.

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INTERACTIVE GRAMMAR Focus 4

Example

Simple sentenceA simple sentence is made up of 3 parts:

Subject

personor

animalor

object

Verb

action

Object

personor

animalor

object

The teacher draws a giraffe

+ +

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INTERACTIVE GRAMMAR 5Cycle 2

Competency linkCompetencies 1, 2 and 3

Time30 minutes Funny Animal BingoStructure

Theme

Setting the scene

Variations+

follow-up

Languageexpected

Procedure

Material

Classroom set-up

situation

• Animals

• Position of adjectives

• Whole class

• Bingo sheets (Reproducibles 1 and 2)• Call cards (Reproducibles 3 and 4)• Markers• Focus 5

Tell the students that they will be playing a special kind of bingo using animals and colours.

A. PREPARATION

• Distribute one Bingo sheet per student (Reproducible 1 or 2).

• The teacher tells the students to choose a colour from the list.

• The teacher tells the students to colour the animals with the colour of their choice; all the animals of abox are the same colour.

• When the students are finished colouring the animals, the teacher tells the students to write the coloursin the grid, under each animal (the order is not important).

• The teacher gathers all the cards.

B. PLAYING THE GAME

• The teacher mixes up the cards prepared by the students and distributes them at random.

• The teacher gives out markers to the students.

• The teacher calls out the description of the animals using the call cards (Reproducibles 3 and 4).

• The students put markers in the grid according to the descriptions called and the colour of the animalson their sheet.

• When all the colours for an animal have been named on a student’s sheet, the student raises his or herhand to announce “Bingo”.

• The student wins if he or she can repeat the descriptions of the animals with the words in the correctsequence. For example: “I have 1 black dog, 2 brown turtles, 3 pink fish...”

Structure• I have a big black cat.

Interaction• Put a marker on...• Colour the animals...• Raise your hand...• Bingo! • I win!• Repeat please.• Can I have (some markers) please?

• In a cooperative setting, students can play in smaller groups of 4 to 6.

• The teacher can change the grammar structure or the theme.

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5Funny Animal BingoINTERACTIVE GRAMMAR Reproducible 1INTERACTIVE GRAMMAR

Bingo CardGame 1PETSInstructions (A)

• Colour the animals. • Use these colours: black, white, green, brown or orange. • All the animals in a box have the same colour.

Instructions (B)• Write the colours in the boxes under each animal.

B I N G OCAT DOG TURTLE RABBIT FISH_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

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5Funny Animal BingoINTERACTIVE GRAMMAR Reproducible 2

Bingo CardGame 2

BIGGER FUNNY ANIMALSInstructions (A)• Colour the animals. • Use these colours: black, white, yellow, grey, pink. • All the animals in a box have the same colour.

Instructions (B)• Write the colours in the boxes under each animal.

B I N G OGIRAFFE PIG ELEPHANT SNAKE TIGER_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

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5Funny Animal BingoINTERACTIVE GRAMMAR Reproducible 3

ONE BIG BLACK CAT TWO GENTLE ORANGE DOGS TWO SLOW GREEN TURTLES

ONE BIG WHITE CAT ONE FAST BLACK RABBIT TWO SLOW BROWN TURTLES

ONE BIG GREEN CAT ONE FAST WHITE RABBIT TWO SLOW ORANGE TURTLES

ONE BIG BROWN CAT ONE FAST GREEN RABBIT THREE SMALL BLACK FISH

ONE BIG ORANGE CAT ONE FAST BROWN RABBIT THREE SMALL WHITE FISH

TWO GENTLE BLACK DOGS ONE FAST ORANGE RABBIT THREE SMALL GREEN FISH

TWO GENTLE YELLOW DOGS TWO SLOW BLACK TURTLES THREE SMALL BROWN FISH

TWO GENTLE GREEN DOGS TWO SLOW YELLOW TURTLES THREE SMALL BROWN FISH

TWO GENTLE BROWN DOGS

FUNNY ANIMAL BINGOCall Cards

Game 1PETS

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5Funny Animal BingoINTERACTIVE GRAMMAR Reproducible 4

ONE TALL BLACK GIRAFFE TWO FAT PINK PIGS TWO ENORMOUS GREY ELEPHANTS

ONE TALL YELLOW GIRAFFE THREE LONG BLACK SNAKES TWO ENORMOUS PINK ELEPHANTS

ONE TALL WHITE GIRAFFE THREE LONG WHITE SNAKES THREE FIERCE BLACK TIGERS

ONE TALL GREY GIRAFFE THREE LONG YELLOW SNAKES THREE FIERCE WHITE TIGERS

ONE TALL PINK GIRAFFE THREE LONG GREY SNAKES THREE FIERCE YELLOW TIGERS

TWO FAT BLACK PIGS THREE LONG PINK SNAKES THREE FIERCE GREY TIGERS

TWO FAT YELLOW PIGS TWO ENORMOUS BLACK ELEPHANTS THREE FIERCE PINK TIGERS

TWO FAT WHITE PIGS TWO ENORMOUS WHITE ELEPHANTS

TWO FAT GREY PIGS TWO ENORMOUS YELLOW ELEPHANTS

FUNNY ANIMAL BINGOCall Cards

Game 2BIGGER FUNNY ANIMALS

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INTERACTIVE GRAMMAR Focus 5

Example

AdjectivesIn English, adjectives come before the noun they describe.

A funny white rabbit

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INTERACTIVE GRAMMAR 6Cycle 2

Competency linkCompetency 1

Time30 minutes Guess Who?Structure

Theme

Setting the scene

Variations+

follow-up

Languageexpected

Procedure

Material

Classroom set-up

situation

• Personal interests

• Question words: who, what• Possessive adjectives: his, her

• Pairs (Part A)• 2 large groups (Part B)

• Information cards (Reproducible 1)• Box• Focus 6

• Tell the students they will have to interview a person in the class so that they

can participate in a guessing game.

Part A

• Have the students form pairs.

• Distribute a card (Reproducible 1) to each student.

• Teacher models a few questions with the class.

• Each student interviews his/her partner (5 minutes).

Part B

• When everybody is finished, students put the completed cards in the box.

• Teacher picks up a few cards and models giving the information.(An example should be written on the board)

• Taking turns, volunteers pick a card and give out the information to the class and the other studentstry to guess who is being described.

Structure

• Who’s your favourite ___________?

• What’s your favourite___________?

• His / her favourite _______ is ________.

Interaction

• Is it...?

• Excuse me?

• Repeat please!

• It’s your turn.

• Use again later, changing the questions. For example: what sport do you like best?

• Have students prepare interview questions for homework.

• The class could also be divided into two smaller groups, with a student-moderator in each group;this would allow the teacher to observe the students in action.

• The class could also be divided into four smaller groups of 7 to 8 students. Each group takes turnsdescribing a member of the group while the other groups try to guess who is being described.The guessing groups should consult before giving an answer and points given for a good answer.

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6Guess Who?INTERACTIVE GRAMMAR Reproducible 1INTERACTIVE GRAMMARINTERACTIVE GRAMMAR

Name of your partner: _________________________________________

What’s your favourite colour? ____________________________________

What’s your favourite sport? _____________________________________

What’s your favourite animal? ____________________________________

Who’s your favourite singer?_____________________________________

Who’s your favourite teacher?____________________________________

Who’s your best friend?_________________________________________

What’s your favourite (_______________)? ________________________

Instructions: Interview your partner. Write his or her answers.

Name of your partner: _________________________________________

What’s your favourite colour? ____________________________________

What’s your favourite sport? _____________________________________

What’s your favourite animal? ____________________________________

Who’s your favourite singer?_____________________________________

Who’s your favourite teacher?____________________________________

Who’s your best friend?_________________________________________

What’s your favourite (_______________)? ________________________

Instructions: Interview your partner. Write his or her answers.

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INTERACTIVE GRAMMAR Focus 6

Possessive adjectives

Her favourite animal is a cat.

His favourite animal is a dog.

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INTERACTIVE GRAMMAR 7Cycle 2

Competency linkCompetency 1

Time15 to 20 minutes Animal FunStructure

Theme

Setting the scene

Variations+

follow-up

Languageexpected

Procedure

Material

Classroom set-up

situation

• Animals

• Adjectives• Personal pronoun “it”

• Groups of 2

• Tic-Tac-Toe grids (Reproducibles 1 and 2)• Focus 7

• Tell students they are going to talk about different animals while they play Tic-Tac-Toe.

• Inform the students that in order to put an "X" or an "O" on their Tic-Tac-Toe grid they will first have todescribe an animal in English.

• Pair students.

• Give each group one Tic-Tac-Toe grid (Reproducible 1 or 2)

• Tell students to use pencils to mark the "Xs" and "Os" on the grid so it may be erased and used again.

• To place an "X" or an "O" on the grid, each student must use at least one adjective which correctlydescribes the animal in the square where the student wishes to put an "X" or an "O".

• Each description can only be used once per game.

• The first student to get three "Xs" or "Os" in a row wins the game.

• After ten minutes students with Reproducible 1 may exchange their erased grid with students who haveReproducible 2. In this way students have an opportunity to describe a variety of animals.

• It is up to the teacher's discretion to allow points to be scored for games won.

Structure

• It is adjective.

• It's a/an adjective animal.

Interaction

• It's my/your turn.

• Draw/Put/Mark your "X"/"O".

• Don't repeat.

• I/You win!

• This activity can be adapted to different themes relevant to class context such as food anddrinks, means of transportation, etc.

• Students can prepare their own Tic-Tac-Toe grids by drawing some of their favourite animalsor other items depending on the context.

• The activity can be done in groups of four, with teams of two students working together forthe "Xs" or "Os".

• To make the activity more difficult have students give two or more adjectives per animal.

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7Animal FunINTERACTIVE GRAMMAR Reproducible 1

Animal Tic-Tac-Toe

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7Animal FunINTERACTIVE GRAMMAR Reproducible 2

Animal Tic-Tac-Toe

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INTERACTIVE GRAMMAR Focus 7

Peter has a small dog.

AdjectivesAn adjective is a word that describes a noun (person, place or thing).

A giraffe is tall . Anne has a brown dog.

When we describe something in English,we put the adjective before the noun.

It's a big lion. David has a cute kitten.

Look at the dog; it has a bone. Listen to the cat; it 's purring.

Look at the elephant ! It likes

to dance!

Example

Example

Example

Subject Pronoun “It”When we talk about an animal in English we say it.

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INTERACTIVE GRAMMAR 8

The Loot BagStructure

Theme

Setting the scene

Variations+

follow-up

Languageexpected

Procedure

Material

Classroom set-up

situation

• Personal items

• Possessive “s”

• Whole class or groups of 4 to 8 students

• One large bag or big box• One special object brought in by each student• Focus 8

• Prepare for the activity by asking each student to bring one special object from home.

• Tell the students they are going to play a memory game with the objects that they bring in.

• Collect the students’ objects and put them in the bag or the box.

• Model the activity by pulling out one object at a time and asking to whom it belongs,

e.g.: Whose medal is this?

• Students must answer using the possessive “s”, e.g.: It’s Joe’s medal.

• Continue by asking students to pull out objects from the bag or box and inquire about ownership.

Structure

• What is it?

• Whose is it?

• It’s ... ’s (object), e.g.: It’s Joe’s medal.

Interaction

• No, that’s wrong.

• That’s right / not right.

• Yes, it is.

• No, it isn’t.

• The teacher can ask students to describe the object before giving it back, e.g.: It’s Joe’s gold medal.

• This activity can be done in smaller groups of about eight students; using a smaller bag or box,students take turns removing one item at a time and inquiring about ownership.

• Students can display their objects after the activity and visit other students’ displays.

• For a version of the activity that requires no advance preparation, have students find something fromtheir desk to put in the bag or the box, e.g.: a pen, a ruler, an eraser, etc.

Cycle 2

Competency linkCompetency 1

Time20 minutes

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INTERACTIVE GRAMMAR Focus 8

Example

Possessive “s”

When we want to say the name of a person

to whom something belongs we put an ’s after the name.

Look at the beautiful bike! It’s Karine’s bike.

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INTERACTIVE GRAMMAR 9

The Messy ClassroomStructure

Theme

Setting the scene

Variations+

follow-up

Languageexpected

Procedure

Material

Classroom set-up

situation

Classroom objects

Prepositions of place

Groups of 2 to 4 students

• Classroom picture (Reproducible 1)• Focus 9

• Review the names of common classroom objects.

• Review how to give orders (the imperative form).

• Tell the students that they are going to do an activity in which they will have fun creating a messy class-room by drawing pictures of different classroom objects.

• Have students form pairs or teams of four.

• Distribute one classroom picture (Reproducible 1) to each team of students.

• Taking turns, each student instructs one of the members of the group to draw a picture of a classroomobject on Reproducible 1. Students must select objects from those illustrated on the reproducible.Students express the location of the objects by using one of the prepositions of place written onReproducible 1, e.g.: Draw a pencil under a desk.

• The activity continues until the students are satisfied with their messy classroom.

Structure

• Common prepositions of place: in, on, under, beside, between, to the left, to the right, in front of, behind,above

• Imperative sentences, e.g. : Draw an eraser on the chair.

Interaction• Whose turn is it?

• It’s my/your turn.

• Very good!

• That’s correct/right.

• That’s not correct/right.

• That’s wrong.

• I don’t understand.

• Please repeat.

• For more advanced practice, students can use picture dictionaries to find more objects to draw on theclassroom picture.

• Students can give more precise locations by using more than one preposition of place,e.g.: Draw an eraser under the desk beside the wastepaper basket.

Cycle 2

Competency linkCompetencies 1 and 2

Time20 minutes

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9The Messy ClassroomINTERACTIVE GRAMMAR Reproducible 1

��

��

@@

@@

��

��

ÀÀ

ÀÀ

in on

u

nd

er

be

sid

eb

etw

ee

nto

th

e r

igh

tto

th

e l

eft

in f

ron

t o

fb

eh

ind

ab

ove

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INTERACTIVE GRAMMAR Focus 9

PrepositionsWhen we want to say exactly where something is,

we use different prepositions.

on in

above

left

under

in front of

right

behind

between

next to / beside

The mouse is beside the elephant.

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INTERACTIVE GRAMMAR 10

Chain GameStructure

Theme

Setting the scene

Variations+

follow-up

Languageexpected

Procedure

Material

Classroom set-up

situation

• Preferences

• 3rd person singular in the simple present tense

• Groups of 4 to 8 students

• Focus 10

• Tell the students they will participate in a fun chain activity in which they will have to use their memory.

• Form groups of four to eight students.

• Students think of something they like according to the theme of the class,e.g.: food theme - chocolate.

• Model the activity by asking one student what he or she likes, e.g.: I like chocolate. Theteacher continues by repeating what the student said (insisting on the final “s” of the thirdperson singular) and then adding to the chain, e.g.: Michelle likes chocolate. I like peanutbutter. The activity continues in this way until every student in the group has spoken.

• Write the example on the board for reference.

Structure

• I like (pizza).

• (name) likes (hot dogs).

Interaction• Repeat please.

• It‘s your turn.

• No, that’s not right.

• Very good!

• I don’t remember.

• The activity can be easily adapted to a variety of themes, e.g.: food, sports, animals, clothing, etc.

• For more difficulty, the student’s name can be replaced by the appropriate personal pronoun,e.g.: I like hockey, he likes baseball, she likes soccer, etc.

Cycle 2

Competency linkCompetency 1

Time20 minutes

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INTERACTIVE GRAMMAR Focus 10

Example

When we use the 3rd person singular in the simple present tense,

we add an s to the end of the verb.

The dog likes bones.

You must pronounce the s sound.

I like popsicles. He likes ice cream.

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INTERACTIVE GRAMMAR 11Cycle 2

Competency linkCompetency 1, 2 and 3

Time15 to 20 minutes Just Do It !Structure

Theme

Setting the scene

Variations+

follow-up

Languageexpected

Procedure

Material

Classroom set-up

situation

• Classroom language

• Imperative

• Whole class or small groups

• Gameboard (Reproducible 1)• Dice or number cards in an envelope• Tokens • Focus 11

• Ask the students if they think they know how to follow instructions in English.

• Have them give you examples of some instructions they already know,e.g.: “Close your book.; Take out your pencil.”

• Tell the students they are going to play a fun game called “Just Do It!” to practise giving and followinginstructions.

• Form groups of three or four students.

• Have the students each find a game token (eraser, pen cap, sharpener, etc.) or provide them with tokens.

• Distribute a gameboard (Reproducible 1) and a die or number cards to each group.(If a die or number cards are not available, use pennies; heads = 1 move, tails = 3 moves.)

• Each student rolls the dice and advances on the gameboard.

• Students must read aloud and correctly follow the instructions written on the spaces on which they land.

• If a student is unable to perform a task, he or she must return to START.

• A blank space allows a student to give an instruction to another student. If that student cannot performthe task, he or she must return to START.

• No double turns are allowed. The first person to reach FINISH is the winner.

Structure• Go/Do _______________ .

Interaction• Whose turn is it?• It's my/your turn.• Throw the dice.• Advance ________ square(s).• Good answer.• That's not correct/right.• Wrong answer.• Go back/Return to START.• I win!

• As a warm-up or wrap-up for the game the teacher or a student can lead the class or smaller groups ofstudents in a modified version of Simon Says. The leader of the game names a student and gives thatstudent an instruction, e.g.: "Open the door." If the student is unable to perform the order, he or she isout of the game. If the student successfully performs the task then he or she becomes leader.

• Students can make signs with different classroom instructions, e.g.: “Turn off the lights.; Close the door.;Open the window”. They can then put the signs up in the appropriate places (next to the light switch,on the door, on the window).

• More advanced students can make posters about school rules,e.g.: “Be quiet in the corridor.; Walk in the corridor.; Raise your hand.”

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11Just Do It !INTERACTIVE GRAMMAR Reproducible 1INTERACTIVE GRAMMAR Reproducible 1

GameboardPhotocopy this sheet at 200% to obtain an 11”x17” size.

START

1. Stand up.2.

Open thedoor.

3. Go to thewindow.

5. Take outyour pencil.

6. Sit down.

7. Sharpenyour pencil.

9. Take outyour binder.

10. Smile at theother players.

11. Go backto START.

13. Write your name onthe board.

14. Put apaper in therecyclingbin.

15. Raiseyour hand.

17. Say hello tothe teacher.

18. Take outyour ruler.

19. Open yourbook.

21. Drawa happyface.

22. Turn offthe lights.

23. Take a

piece of chalk.

8.

12.

16.

20.

Just Do It !FINISH

4.

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INTERACTIVE GRAMMAR Focus 11

Example

Giving Orders and Instructions (Imperative)

When we want to tell somebody what to do we use an action verb with no subject.

Close the door.

Open your book.

Turn off the lights.

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INTERACTIVE GRAMMAR

Bingo on the Go!Structure

Theme

Setting the scene

Variations+

follow-up

Languageexpected

Procedure

Material

Classroom set-up

situation

• Habitual actions

• Yes / No questions with “do”• Simple present tense

• Whole class

• Bingo card (Reproducible 1)

• Focus 12

• Tell the students they will play a different kind of bingo game using verbs and questions.

• Tell the students that to play this bingo game, they must move around the classroom and ask eachother questions.

• The questions must start with “Do you” and they must include a verb from the bingo card.

• When a classmate answers “Yes” to a question, the student traces an X over the verb on the card.

• If a classmate answers “No”, the student continues asking other classmates until someone answers inthe affirmative.

• The student continues questionning until all the squares on the card have an X and “Bingo” can becalled.

Structure

• Do you + verb (in the simple present)?, e.g.: Do you play soccer?

Interaction• Excuse me.

• Repeat please.

• It’s my turn.

• I win!

• Students can prepare their own bingo cards.

• Other verb tenses can be used such as the simple past e.g.: Did you watch TV yesterday?

• Special occasions or holidays can be used, e.g.: Halloween - Are you scared of ghosts?

• A game can be prepared with no pictures, only verbs.

Cycle 2

Competency linkCompetencies 1 and 2

Time20 minutes

12

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eat chips? play soccer? drink milk?

watch TV? Free like pizza?

have a bicycle? walk to school? take a busto school?

12Bingo on the Go!INTERACTIVE GRAMMAR Reproducible 1INTERACTIVE GRAMMAR

BINGO CARD • Do you... ?Instructions: Ask different people in the class questions that begin with “Do you”.

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12Bingo on the Go!INTERACTIVE GRAMMAR Reproducible 2

BINGO CARD • Do you... ?

Free

Instructions: Create your own bingo card.

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INTERACTIVE GRAMMAR Focus 12

Example

Questions with “do”

When we ask for information,

we can use questions that start with “do” + you + verb

Martin, do you like English?

Do you likeEnglish?

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INTERACTIVE GRAMMAR 13Cycles 2 and 3

Competency linkCompetency 1 and 2

Time15 to 20 minutes What Are You Doing?

(Verb Charades)Structure

Theme

Setting the scene

Variations+

follow-up

Languageexpected

Procedure

Material

Classroom set-up

situation

• Activities and pastimes

• Present progressive(present continuous)

• Whole class or small groups

• Activity slips (Reproducible 1)• One envelope per group• Focus 13

• Tell students they are going to play a special type of charades called “What Are You Doing?”

• Inform the students that they will mime different activities and pastimes for the class or group while the other students try to guess what activity or pastime is being presented.

• The teacher should model the activity by taking an activity slip from the envelope and miming the activitywritten on the paper and asking the class "What am I doing?". (The teacher should be sure to make acareful selection of activity slips when doing the activity with Cycle 2 students; the vocabulary should beage appropriate.)

• Students raise their hands to say what activity they think is being mimed.

• Answers must be in complete sentences, E.g.: "You are eating." or "You’re eating."

• Ask a student to act out the next activity if another demonstration is needed.

• Form groups of 4 and let the activity begin.

Structure

• What am I doing?

• You are/You’re shovelling snow.

Interaction

• Whose turn is it?

• It's my/your turn.

• I know the answer.

• This activity can be adapted to different themes such as winter or summer activities, activitieswe do at Christmas, etc.

• Students can prepare the activity slips themselves. Each student writes an activity on a slipof paper provided by the teacher. (Reproducible 2)

• To practise the subject pronouns he and she, the teacher or one student per group can actas mediator. The mediator asks the group "What is he/she doing?". Students must answerwith the correct subject pronoun: "He/She is...".

• Students can draw themselves doing some of their favourite activities with the correct sen-tences accompanying the pictures.

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13What Are You Doing?INTERACTIVE GRAMMAR Reproducible 1

Activity Slipstalking dancing erasing

walking writing drawing

running reading jumping

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13What Are You Doing?INTERACTIVE GRAMMAR Reproducible 2

Activity Slips

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INTERACTIVE GRAMMAR Focus 13

Action Happening NOW (Present Progressive)

When we want to say what is happening right now ,we use the verb be before an action verb with the ending -ing.

Subject + be + action verb + -ing

I am talking. I’m talking.You are singing. You’re singingHe is jumping. He’s jumping.She is reading. She’s reading.

Johnny is eating.

Example

You’re singing too loudly!

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INTERACTIVE GRAMMAR

Where Is It?Structure

Theme

Setting the scene

Variations+

follow-up

Languageexpected

Procedure

Material

Classroom set-up

situation

• School personnel • Classroom objects • Days of the week and months

• Question words: who, what, where, when

• Groups of 2 to 4 students

• Questions cards (Reproducible 1)• Picture cards (Reproducible 2)• Focus 14

• Review the names of the school personnel and their jobs, the names of classroom objects, the days of theweek and the months.

• Tell the students that they are going to play a memory game in which they will match different people,places, times and objects to the correct question word.

• Form teams of two to four students.

• Distribute a set of question cards and a set of picture cards to each group of students.

• Students place the question cards face down in a pile. The picture cards are spread out face down.

• Taking turns, each student draws a question card from the pile, reads it aloud, and then turns over onepicture card. If the picture card correctly answers the interrogative word on the question card(e.g.: a picture of a student - Who?), the student may keep the pair.

• If the two cards are not a match, the student returns the picture card to the same place and passes thequestion card to the next student.

• This continues until a match has been made and a new question card may be drawn.

• Observant students will remember where previously revealed picture cards are for future matches.

• The game ends when all the cards have been matched. The student with the most pairs wins.

Structure • Who?, What?, Where?, When?

Interaction• Whose turn is it?

• It’s my/your turn.

• Very good!

• That’s correct/right.

• That’s not correct/right.

• That’s wrong.

• I don’t understand.

• Please repeat.

• For a more simple version, the teacher can select question cards and picture cards that practise onlytwo of the question words.

• For more advanced practice, students can form complete questions with the question and picture cards,e.g.: Who is she?

• For further practice other students in the group can answer the questions.

• The activity can also be done with the picture cards only. Students pick up a picture card and say thecorrect question word, e.g.: an eraser - What? For more difficulty, students can ask a completequestion, e.g.: a calendar page with the month of February - When is Valentine’s Day?

• The activity can also be done with the question cards only. Students pick up a question card and form acorrect question that the other students in the group must answer, e.g.: Where is the teacher?

• Students can make their own picture cards.

Cycles 2 and 3

Competency linkCompetencies 1 and 2

Time20 minutes

14

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14Where Is It?INTERACTIVE GRAMMAR Reproducible 1

Question Cards (front)

Who? What? Where? When?

Who? What? Where? When?

Who? What? Where? When?

Who? What? Where? When?

Who? What? Where? When?

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14Where Is It?INTERACTIVE GRAMMAR Reproducible 1

Question Cards (back)

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14Where Is It?INTERACTIVE GRAMMAR Reproducible 2

Picture Cards

Name:

������������

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14Where Is It?INTERACTIVE GRAMMAR Reproducible 2

Picture Cards

UNITED STATES

U.S.S.R.

GREENLAND

ICELAND

UNITED STATES

Yukon Territory

Northwest Territories

BritishColumbia

Alberta

Saskatchewan Manitoba

Ontario

Quebec

Newfoundland

NewBrunswick

Nova Scotia

P.E.I.

Great SlaveLake

GreatBearLake

LakeAthabasca

LakeWinnipeg

LakeSuperior

LakeMichigan

LakeHuron

LakeErie

LakeOntario

HudsonBay

Labrador Sea

BeaufortSea

Baffin Bay

Arctic Ocean

PacificOcean

AtlanticOcean

Whitehorse

Vancouver

Edmonton

Calgary

Regina

Saskatoon

Winnipeg

Toronto

Ottawa

Montreal

QuebecHalifax

St. John s

Thunder Bay

Victoria

Dawson

Yellowknife

Churchill

Sydney

Fredericton

Victoria Island

BaffinIsland

Queen Elizabeth Islands

Canada

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14Where Is It?INTERACTIVE GRAMMAR Reproducible 2

Picture Cards

Quebec

LakeSuperior

LakeHuron

HudsonBay

Labrador Sea

AtlanticOcean

Quebec CityLake

Superior

LakeHuron

HudsonBay

Labrador Sea

AtlanticOcean

Quebec Quebec

LakeSuperior

LakeHuron

HudsonBay

Labrador Sea

AtlanticOcean

Montreal

September

JulyAprilJanuary

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14Where Is It?INTERACTIVE GRAMMAR Reproducible 2

Picture Cards

DecemberMonday Friday

Saturday

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INTERACTIVE GRAMMAR Focus 14

Who’s your friend?

Example

Where is yourhomework?

Question WordsWhen we want information about something, we use question words.

WHO? ➠ peopleWho is your English teacher?

WHAT? ➠ things, opinions, ideasWhat is your favourite school subject?

WHERE? ➠ placesWhere is your desk?

WHEN? ➠ time, days, months, yearsWhen do you have English class?

LakeSuperior

HudsonBay

Quebec

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INTERACTIVE GRAMMAR

Find It!Structure

Theme

Setting the scene

Variations+

follow-up

Languageexpected

Procedure

Material

Classroom set-up

situation

• School personnel • Classroom objects

• 3rd person pronouns:he, she, it, they

• Groups of 2 to 4 students

• Pronoun cards (Reproducible 1)• Picture cards (Reproducible 2)• Focus 15

• Review the names of the school personnel and their jobs.

• Review the names of different classroom objects.

• Tell the students that they are going to play a memory game in which they will try to match differentpeople and objects with the correct personal pronouns.

• Form groups of two to four students.

• Distribute a set of pronoun cards and a set of picture cards to each group of students.

• Students place the pronoun cards face down in a pile. The picture cards are spread out face down.

• Taking turns, each student draws a pronoun card from the pile, reads it aloud and then turns over onepicture card. If the picture card correctly illustrates the pronoun written on the pronoun card (e.g.: a pic-ture of a girl - she), the student may keep the pair.

• If the two cards do not match, the student returns the picture card to the same place and passes the pro-noun card to the next student.

• This continues until a match has been made and a new pronoun card may be drawn.

• Observant students will remember where previously revealed picture cards are for future matches.

• The game ends when all the cards have been paired. The student with the most pairs wins.

• For a more simple version, the teacher can select pronoun cards and picture cards that practise only thestructures “he” and “she”.

• Once students are familiar with the activity, they can use the pronouns in complete sentences,e.g.: He is a teacher., It is a pencil.

• The activity can also be done with picture cards only. Students take a picture card and say the correctpersonal pronoun, e.g.: two erasers - they.

• The activity can also be done with the pronoun cards only. Students take a pronoun card and say thename of a person or an object described by the pronoun, e.g.: it - a ruler, she – the teacher.

• Students can make their own picture cards.

• The activity can also be done with different themes, e.g.: occupations and tools or vehicles used to dodifferent jobs, people and objects related to different special occasions (Christmas, Halloween, etc.).

Cycles 2 and 3

Competency linkCompetencies 1 and 2

Time20 minutes

15

Structure• he – He is a school bus driver.• she – She is a principal.• it – It is a pencil. • they – They are English students.

Interaction• Whose turn is it?• It’s my/your turn.• Very good!• That’s correct/right.• That’s not correct/right.• That’s wrong.• I don’t understand.• Please repeat.• Take a card.

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15Find It!INTERACTIVE GRAMMAR Reproducible 1

Pronoun Cards (front)

He She It They

He She It They

He She It They

He She It They

He She It They

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15Find It!INTERACTIVE GRAMMAR Reproducible 1

Pronoun Cards (back)

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15Find It!INTERACTIVE GRAMMAR Reproducible 2

Picture Cards

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15Find It!INTERACTIVE GRAMMAR Reproducible 2

Picture Cards

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15Find It!INTERACTIVE GRAMMAR Reproducible 2

Picture Cards

Name:

����������������������

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15Find It!INTERACTIVE GRAMMAR Reproducible 2

Picture Cards

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INTERACTIVE GRAMMAR Focus 15

Personal Pronouns

HeWhen we talk about a boy, we say HE.

SheWhen we talk about a girl, we say SHE.

ItWhen we talk about an object, we say IT.

ExampleChristopher has a new bike.

- He has a new bike.

Janice is a good skier. - She is a good skier.

The bike is red. - It is red.

He is short.

She is tall. It’s a bigpencil.

They like English.

TheyWhen we talk about two or more people,we say THEY.

When we talk about two or more objects,we also say THEY.

ExampleThe boys and girls like English class.

- They like English class.

The pencils and erasers are in the desk.

- They are in the desk.

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INTERACTIVE GRAMMAR 16Cycle 2 and 3

Competency linkCompetency 1 and 2

Time15 to 20 minutes Who’s Wearing What?Structure

Theme

Setting the scene

Variations+

follow-up

Languageexpected

Procedure

Material

Classroom set-up

situation

• Clothing

• Possessive adjectives: his, hers• Possessive "s"

• Groups of 2 or 3

• Gameboard (Reproducible 1)• Dice or number cards• Tokens • Focus 16

• Tell students they are going to play a fun game about clothing.

• They will have to identify different clothes and say to whom they belong.

• Form groups of two or three students.

• Have the students each find a game token (eraser, pen cap, sharpener, etc.) or provide them with tokens.

• Distribute a gameboard (Reproducible 1) and a die or number cards to each group.(If a die or number cards are not available, use pennies; heads = 1 move, tails = 3 moves.)

• Each student rolls the dice and advances on the gameboard.

• Students must first identify the piece of clothing on the space where they land, e.g.: "It's a coat."Students then point to the picture on the gameboard of the person to whom the coat belongsand say "It's his/her coat"

• If a student is unsuccessful, he or she must return to START.

• No double turns are allowed. The first person to reach FINISH is the winner.

Structure• It's a coat.• It's a pair of pants.• It's his/her coat.• It's Betty's coat.

Interaction• Whose turn is it?• It's my/your turn.• Throw the dice.• Advance ________ square(s).• Good answer.• That's not correct/right.• Wrong answer.• Go back/Return to START.• I win!

• Students in Cycle 3 should identify the owners of the different pieces of clothing by name using thepossessive "s", e.g.: "It's Betty's coat."

• Students can bring in some different articles of clothing that they often wear to school. All the clothingis put in a box at the front of the class. The teacher or a student pulls out a piece of clothing and asks"What is it?". After the piece of clothing has been correctly identified, students guess to whom thearticle of clothing belongs, ex.: "It's Catherine's hat." or "Is it Paul's scarf?"

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16Who’s Wearing What?INTERACTIVE GRAMMAR Reproducible 1INTERACTIVE GRAMMAR

Gameboard

Betty Harold

Courtney Kirk

1.2.

3.

4.

5.

6.

7.8.9.

10.

11.

12.

13.

14.15.

STA

RT

• F

INIS

H

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INTERACTIVE GRAMMAR Focus 16

Example

Possessive Adjectives His and HerWhen we say to whom something belongs,

we say her for a girl and his for a boy.

Danny has a new scarf. - It's his new scarf.Marthe has a blue dress. - It's her blue dress.

It's his coat.

Example

Possessive "S"When we want to say the name of the person to whom something belongs,

we put an 's after the name.

Edith has a pretty hat. - It's Edith's pretty hat.Lionel has a blue shirt. - It's Lionel's blue shirt.

?

It's Joe's boot.

?

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INTERACTIVE GRAMMAR 17Cycle 3

Competency linkCompetencies 1, 2 and 3

Time30 to 40 minutes The Jellybean HuntStructure

Theme

Setting the scene

Languageexpected

Procedure

Material

Classroom set-up

situation

• Classroom objects

• Prepositions of place

• Groups of 2

• 1 set of clue cards per student (Reproducible 1)• 1 jellybean per student• Focus 17

• Tell the students that they are going to go on an exciting jellybean hunt.

• In order for them to find the jellybeans, students must carefully follow directions.

• The teacher should model the entire procedure to the class before the students begin.

• Distribute one set of clue cards and a jellybean to each student. Students write their names on each card.

• Tell students to choose four different places in the classroom and then to write a clue for each location.Students should follow the model the teacher has given, e.g.: “Look under the teacher's desk.”

• Have students form pairs.

• While one partner hides his or her eyes, the other hides the jellybean and places clue cards #2, #3 and #4.This is repeated for the second partner.

• The partners exchange clue cards #1 and the hunt begins. Clue #1 leads to Clue #2, which leads toClue #3, which leads to Clue #4, which leads to the jellybean.

• Students must follow their partner’s written directions and gather the clue cards on the way.They may ask their partner for help if needed.

• The teacher should emphasize that it is NOT a race.

• Students return to their seats when they have found their jellybean.

Structure• The clue/jellybean is preposition the door .

Interaction• Here is clue #1./Here is the first clue.• Can you find the clue/jellybean?• Do you need help?/Can I help you?• I need help./Can you help me?• Do you understand?• I don't understand.• Very good!

• This activity can be easily adapted to different themes: instead of jellybeans, hide candy canes, hearts,shamrocks, pumpkin faces, pictures of favourite musicians, etc.

• The activity can be simplified using less clues or made more difficult by using more clues.

• The activity can also be done with teams of two students searching for the clues that another pair ofstudents has hidden.

• To practise different vocabulary, the hunt can be conducted in the gymnasium, school yard, cafeteria, etc.

Clue Card Examples:

#1. Look behind the curtains. #2. Look under the teacher's desk.

#3. Look next to the door. #4. The jellybean is in my desk.

Variations+

follow-up

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17The Jellybean HuntINTERACTIVE GRAMMAR Reproducible 1INTERACTIVE GRAMMAR

Clue Card #1

Name: _____________________

Instructions:Write the first clue.

_______________________________

_______________________________

_______________________________

_______________________________

Clue Card #2

Name: _____________________

Instructions:Write the second clue.

_______________________________

_______________________________

_______________________________

_______________________________

Clue Card #4

Name: _____________________

Instructions:Write the fourth clue.

_______________________________

_______________________________

_______________________________

_______________________________

Clue Card #3

Name: _____________________

Instructions:Write the third clue.

_______________________________

_______________________________

_______________________________

_______________________________

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INTERACTIVE GRAMMAR Focus 17

PrepositionsWhen we want to say exactly where something is,

we use different prepositions.

Teddy the Bear is in the pool.

on in

above

left

under

in front of

right

behind

between

next to / beside

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INTERACTIVE GRAMMAR 18

• Possessive adjectives: his, her• Personal pronouns: he, she

• Sports and pastimes

• Class set of student cards (Reproducible 1)• A box• Focus 18

• Whole class

Cycle 3

Competency linkCompetencies 1, 2 and 3

Time15 to 20 minutes Who Is It?Structure

Theme

Setting the scene

Variations+

follow-up

Languageexpected

Procedure

Material

Classroom set-up

• Tell the students that they are going to learn about what their classmates like to doand don’t like to do in their spare time.

• Distribute one student card to each student.

• Tell students to write their name and one sport or pastime that they like, one sport or pastime that theydon’t like and one of their favourite sports or pastimes.

• Students then put the cards into a box at the front of the class.The teacher should also put in a card that he or she has prepared about his or her interests.

• The teacher picks the first card from the box and models the activity.(Read the information on the card aloud without revealing the name of the student described.)

• One at a time students guess the identity of the person on the card.

• Once the name of the student on the card has been determined, that student comes up to the front of theclass and repeats the procedure until all students in the class have been named. In this way everyonehas an opportunity to participate.

Structure

• He/She likes __________.

• He/She doesn’t like __________.

• His/Her favourite activity/sport/pastime is __________.

• Is his/her name __________?

Interaction

• Do you know/Can you guess who it/this is?

• Can you repeat his/her favourite sport/pastime, please?

• I know who it is.

• Is it __________?

• It’s your turn.

• This activity can easily be adapted to different themes: food and drinks, animals, holidays andcelebrations, movies, television programs, music, etc.

• The activity can be done in smaller groups of varying sizes: divide the class in half, thirds or quarters.No fewer than four students should be in a group.

• The activity can also be done in pairs or with groups of three or four students working cooperatively tofind common likes and dislikes and produce a group card. Appropriate co-operative roles should beassigned. Other groups of students then guess the identity of the group described on a card.

• This activity can also be used to practice the final “s” of the third person singular in the simple presentform.

• Only one grammar structure should be presented at a time, e.g.: possessive adjectives his and her .Repeat the activity on different occasions to practise the other structures.

situation

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Student CardInstructions:Write the name of an activity you like, an activity you don’t like and your favourite activity.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Name: __________________________

18Who Is It?INTERACTIVE GRAMMAR Reproducible 1

Student CardInstructions:Write the name of an activity you like, an activity you don’t like and your favourite activity.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Name: __________________________

Student CardInstructions:Write the name of an activity you like, an activity you don’t like and your favourite activity.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Name: __________________________

Student CardInstructions:Write the name of an activity you like, an activity you don’t like and your favourite activity.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Name: __________________________

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INTERACTIVE GRAMMAR

He doesn’t like rollerblading.

Personal Pronouns: he, sheWhen we talk about what another boy or girl likes

we say he for a boy and she for a girl.

Vincent likes playing video games. - He likes playing video games.Stephanie doesn’t like camping. - She doesn’t like camping.

Possessive Adjectives: his, herWhen we talk about activities that other children like to do

we say her favourite activity for a girl and his favourite activity for a boy.

Sophie likes basketball - Her favourite sport is basketball.Paul makes model airplanes. - His favourite pastime is making model airplanes.

Focus 18

Look! Her favourite sport

is football.

Example

Example

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INTERACTIVE GRAMMAR 19Cycle 3

Competency linkCompetencies 1, 2 and 3

Time15 to 20 minutes Poor You, Lucky MeStructure

Theme

Setting the scene

Variations+

follow-up

Languageexpected

Procedure

Material

Classroom set-up

situation

• Responsibilities,• Chores• Privileges

• Modal auxiliaries: have to, can

• Groups of 3 or 4

• Paper and pencil• Focus 19

• Ask students some things that they have to do at home, things like chores, e.g.: “Cut the lawn”.Next, ask students what they are allowed to do if they finish all their chores and responsibilities,e.g.:”Stay up late to watch a movie.”

• Tell the students that they are going to mime some of their responsibilities and privileges.

• Form groups of three or four students.

• Tell each student to write two sentences. The first sentence is about a responsibility at home; studentsshould use the structure "I have to..." The second sentence is about a privilege; students should usethe structure "I can..."

• Students must keep the sentences secret.

• When everyone has finished writing, the teacher models the activity by miming two sentences that heor she has prepared.

• Students then take turns miming their two sentences. The other students in the group guess whatchores or responsibilities and what privileges are being mimed.

• Students can either guess out loud as in charades or write their guesses on a piece of paper and readthem aloud after the mime is finished.

• The student who performed the mime then reveals the correct answer.

Structure• I/You have to ___________________ .

• I/You can ______________________ .

Interaction• It's my/your turn.

• Do you understand?

• I don't understand.

• Repeat your mime.

• Very good!

• Each group of students can assign one or two reporters to report back to the class about theresponsibilities and privileges of the students in the group, e.g.: "James has to clean the pool buthe can invite his friends swimming."

• A class rap can easily be created by each student reading his or her sentences aloud, e.g.:

Student: "I have to make my bed."

Class: "Poor you! Poor you"

Student: "I can watch T.V. after supper."

Class: "Lucky you! Lucky you!" …

• The teacher can record the students' rap.

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INTERACTIVE GRAMMAR Focus 19

Example

HAVE TO (Obligation)

When we want to talk about things that we must do,we say have to / has to before the responsibility.

Mathieu must make his bed. - Mathieu has to make his bed.

I have to wash the dishes.

Example

MAY / CAN (Permission)

When we want to talk about things that we are permitted to do we say may/can before the privilege.

Shannon is permitted to go to bed at 11:00 p.m. on weekends.- Shannon may go to bed at 11:00 p.m. on weekends.

Jason can invite friends to his house.

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INTERACTIVE GRAMMARCycle 3

Competency linkCompetencies 1 and 2

Time20 to 30 minutes I’m Going to...Structure

Theme

Setting the scene

Variations+

follow-up

Languageexpected

Procedure

Material

Classroom set-up

situation

• Activities• Days of the week

• Future with “going to”

• Groups of 3 or 4

• Days of the week cards (Reproducible 1)• Activity cards (Reproducible 2)• Focus 20

• Ask students about some of the activities they do when they're not in school

• Tell them that they are going to do a group exercise in which they will talk about some of these activities.

• Review the days of the week.

• Form groups of three or four students.

• Distribute a set of days of the week cards (Reproducible 1) and activity cards (Reproducible 2) to eachgroup. (Hint: photocopy days of the week cards on different coloured paper than the activity cards.)

• Students place the two sets of cards face down in two different piles.

• Taking turns, each student picks up first a day of the week card and then an activity card.Students show the cards to the rest of the group and then try to form a sentence that states the dayhe or she is going to do the activity, e.g.: "On Tuesday, I'm going to go skiing."

• The rest of the group decides whether the sentence is correct and attempts to help if the sentence isincorrect.

Structure• On day , I'm going to activity .

Interaction• Whose turn is it?• It's my/your turn.• Very good!• That's correct/right.• That's not correct/right.• That's wrong.• I don't understand.• Please repeat.• I think the correct/right sentence is _______________ .

• For more advanced practice, students can use the appropriate personal pronoun he/she/they to saywhat the characters on the activity cards are going to do.

• Days of the week cards can be replaced by cards with the months of the year written on them.For even more advanced practice, specific dates could be put on the cards,e.g.: "On Monday, February 13, I'm going swimming."

• The activity could also be done without the activity cards. Students pick a day of the week cardand tell the group an actual activity they are going to do (or would like to do).

• After the activity, each group of students could create a group "agenda".For each day of the next week, the students write what each student in the group is going to do.The agenda could be illustrated with pictures of the different activities.

• The activity can also be done in the past tense, e.g.: "Last Thursday, I went shopping with my father."

20

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Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

20I’m Going to...INTERACTIVE GRAMMAR Reproducible 1INTERACTIVE GRAMMAR

Days of the Week Cards

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

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20I’m Going to...INTERACTIVE GRAMMAR Reproducible 2

Activity Cards

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20I’m Going to...INTERACTIVE GRAMMAR Reproducible 2

Activity Cards

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20I’m Going to...INTERACTIVE GRAMMAR Reproducible 2

Activity Cards

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INTERACTIVE GRAMMAR Focus 20

Example

Future (Going to)When we want to talk about an activity that we are going to do in the future,

we use the verb be + going to before the activity.

Be + going to + activity

I'm going to go skiing on Saturday.I'm going to visit my father next week.

Christopher is going to play basketball tomorrow.Karen is going to go to the dentist next week.

He's going to play hockey tomorrow.

I'm going to visit my bestfriend next week.

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INTERACTIVE GRAMMAR 21Cycle 3

Competency linkCompetencies 1 and 3

Time20 to 30 minutes Command ExpeditionStructure

Theme

Setting the scene

Variations+

follow-up

Languageexpected

Procedure

Material

Classroom set-up

situation

• Parts of the body • Numbers• Classroom objects • Action verbs

• Imperatives

Pairs

• Command posters (Reproducibles 1 to 6)• Tally sheet (Reproducible 7)• Bell (optional)• Focus 21

Tell the students that they will take part in an expedition with a partner. They will have to carry out orders.

• Post the station commands (Reproducibles 1 to 6) around the class.

• Have students form pairs.

• Each student needs a pencil and a tally sheet.

• Each pair of students writes his/her initials next to any three of the six stations on the tally sheet.He/she will be responsible for carrying out the commands of these stations. Each partner choosesthree stations different from his/her partner.

• At the teacher’s signal, pairs of students go to one of the chosen stations and start.

• Student A reads aloud the command; student B carries out the order.

• As they complete each command, they check it off on the tally sheet and write the verb on the line.

• After one minute, the teacher sounds the signal again and all the pairs move to the next station,moving clockwise until they complete all the stations.

• When the expedition is finished, the partners sign each other’s sheet as proof the instructions werecarried out and go back to their places.

Structure

Imperatives : name, draw, point, touch, clap, jump, open, close, stand, count, snap, write, sharpen,

march, go, turn on, turn off, make, unscramble, turn, etc...

Interaction

• It’s your turn.

• Do number____ .

• Sign your name.

• Check number ____ .

• That’s not correct.

• Well done!

• The teacher can have the students prepare their own rally, where each group of three or fourstudents is responsible for a station.

• This activity can be used to practice the use of “Can you? / Could you?/ Do you think you can?/ Are you able to?”.

• The teacher asks students to illustrate the commands.

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21Command ExpeditionINTERACTIVE GRAMMAR Reproducible 1INTERACTIVE GRAMMAR

Station 1

1. Raise your hand.

2. Name five classroom objects.

3. Draw a square in a circle.

4. Point to the window.

5. Walk.

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21Command ExpeditionINTERACTIVE GRAMMAR Reproducible 2

Station 2

6. Touch your nose.

7. Name six body parts.

8. Clap your hands.

9. Jump ten times.

10. Open and close a book.

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21Command ExpeditionINTERACTIVE GRAMMAR Reproducible 3

Station 3

11. Stand on one foot and count to ten.

12. Snap your fingers.

13. Write your name on the board.

14. Name five students in the class.

15. Sharpen your pencil.

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21Command ExpeditionINTERACTIVE GRAMMAR Reproducible 4

Station 4

16. Touch your toes.

17. Close your eyes.

18. Open the window.

19. Close the window.

20. March.

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21Command ExpeditionINTERACTIVE GRAMMAR Reproducible 5

Station 5

21. Sing a song.

22. Count backwards from 10 to 0.

23. Name five colours.

24. Go and turn off the lights.

25. Make two funny faces.

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21Command ExpeditionINTERACTIVE GRAMMAR Reproducible 6

Station 6

26. Say hello three different ways.

27. Unscramble the letters: c k l b a.

28. Turn around.

29. Touch your knees.

30. March and count to ten.

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21Command ExpeditionINTERACTIVE GRAMMAR Reproducible 7

Tally Sheet

Station 1 __________________________

I completed the command VerbYes No

1. ❑ ❑ ___________2. ❑ ❑ ___________3. ❑ ❑ ___________4. ❑ ❑ ___________5. ❑ ❑ ___________

Station 2 __________________________

I completed the command VerbYes No

6. ❑ ❑ ___________7. ❑ ❑ ___________8. ❑ ❑ ___________9. ❑ ❑ ___________

10. ❑ ❑ ___________

Station 3 __________________________

I completed the command VerbYes No

11. ❑ ❑ ___________12. ❑ ❑ ___________13. ❑ ❑ ___________14. ❑ ❑ ___________15. ❑ ❑ ___________

Station 4 __________________________

I completed the command VerbYes No

16. ❑ ❑ ___________17. ❑ ❑ ___________18. ❑ ❑ ___________19. ❑ ❑ ___________20. ❑ ❑ ___________

Station 5 __________________________

I completed the command VerbYes No

21. ❑ ❑ ___________22. ❑ ❑ ___________23. ❑ ❑ ___________24. ❑ ❑ ___________25. ❑ ❑ ___________

Station 6 __________________________

I completed the command VerbYes No

26. ❑ ❑ ___________27. ❑ ❑ ___________28. ❑ ❑ ___________29. ❑ ❑ ___________30. ❑ ❑ ___________

Instructions: 1. Write your name at 3 stations .2. Put a ✔ in the appropriate box (yes /no) when you have completed the command .3. Write the command verb on the line, next to the ✔.4. At the end, your partner signs your sheet.

My partner’s signature: __________________________________________

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INTERACTIVE GRAMMAR Focus 21

Examples

ImperativesWe use imperatives for orders, warnings and instructions.

Drink your milk!

Use your dictionary!

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INTERACTIVE GRAMMAR 22

Day by DayStructure

Theme

Setting the scene

Variations+

follow-up

Languageexpected

Procedure

Material

Classroom set-up

situation

• Activities

• Simple present tense• Expressions of frequency

• Groups of 4 students

• Picture grids (Reproducibles 1, 2 and 3)• Frequency cards (Reproducible 4)• Focus 22

• Ask students about some of the different activities they do, e.g.: watch TV, play hockey, etc..Then ask them how often they do them, e.g.: everyday, every week, every month, every year, etc..

• Tell the students that they are going to play a game in which they will talk about some of the differentkinds of activities they do and how often they do them.

• Have students form groups of four.

• Distribute a picture grid and a set of frequency cards to each group of students.

• Students place the frequency cards face down in a pile. The picture grid is placed so that everyone inthe group can easily see it.

• Taking turns, each student draws a frequency card from the pile, reads it aloud, and then completesthe sentence with one of the activities depicted on the picture grid, e.g.: “Everyday... I brush my teeth.”

• If the other students agree that the sentence is correct and plausible (“Everyday, I go to the dentist.” isprobably not plausible), the student keeps the frequency card and the activity continues with the nextstudent.

• The game ends when there are no more frequency cards.

Structure• Frequency expressions - everyday / every week / every month / every year• Simple present, e.g.: “Every week, I clean my bedroom.”

Interaction• Whose turn is it?• It’s my/your turn.• Very good!• That’s correct/right.• That’s not correct/right.• That’s wrong.• I don’t understand.• Please repeat.

• For a more simple version, the names of the activities can be written on the picture grid in advance.

• For more advanced practice, have the students name two or more activities they do at a givenfrequency, e.g.: “Everyday, I brush my teeth and wash my face.”

• More advanced students can talk about activities other people in the group do, e.g.: “Every week, Mikeplays hockey.”

• Students can also write their sentences.

• The activity can be done with the frequency cards only - Students pick up a frequency card andcomplete the sentence without the aid of the picture grid.

• Students can make their own picture grids.

• For more practice, groups that have picture grid 1 (Reproducible 1) can exchange with groups that havepicture grid 2 (Reproducible 2).

• For a longer game, use more frequency cards.

Cycle 3

Competency linkCompetencies 1 and 2

Time20 minutes

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22Day by DayINTERACTIVE GRAMMAR Reproducible 1INTERACTIVE GRAMMAR

Picture Grid

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22Day by DayINTERACTIVE GRAMMAR Reproducible 2INTERACTIVE GRAMMAR

Picture Grid

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22Day by DayINTERACTIVE GRAMMAR Reproducible 3INTERACTIVE GRAMMAR

Picture GridInstructions: In the squares, draw different activities that you do.

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22Day by DayINTERACTIVE GRAMMAR Reproducible 4INTERACTIVE GRAMMAR

Frequency Cards

Everyday

Every morning

Every afternoon

Every evening

Every weekend

Every week

Every month

Every winter

Every summer

Everyday

Every morning

Every afternoon

Every evening

Every weekend

Every week

Every month

Every winter

Every summer

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INTERACTIVE GRAMMAR Focus 22

Example

Expressions of FrequencyWhen we talk about activities we do regularly,

we use an expression of frequency.

EverydayEvery evening

Every weekEvery month

Every summerEvery year

Example

Simple PresentWhen we use expressions of frequency,

we can also use the simple present tense.

Everyday I go to school.Every evening I do my homework.

Every week I clean my room.Every month I visit my grandparents.

Every summer I go to camp.

Every year I get a haircut.

Every eveningI do my homework.

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INTERACTIVE GRAMMAR 23Cycle 3

Competency linkCompetencies 1, 2 and 3

Time20 to 30 minutes Playing CardsStructure

Theme

Setting the scene

Languageexpected

Procedure

Material

Classroom set-up

situation

• Action verbs

• Present progessive (continuous)

• Groups of 4

• 1 set of 44 play cards for each group of 4 students (Reproducible 1)

• Focus 23

• Tell the students they will be playing a card game in which they will have to answer questionsabout present actions.

• Tell the students that the object of the game is to complete series of cards, consisting of all four cards ina series.

• A student in the group distributes five cards to each player. The rest of the cards go face down in a drawpile in the center of the table.

Game rules:

• The first student selects a card from his hand with which he wants to complete a series.

• He states the name of any other player in the group and asks: “What (where) are you (verb)ing?

• If that player has a card with that same question, he answers the question with a complete sentencefound at the bottom of his card: I am (verb)ing______.

• If he has more than one card in the series (same verb), he must read the sentence for each card andhand them over to the first player.

• The first player may go again asking the same player another question or asking another player anyquestion.

• If the player asked does not have any cards in the series, he says: “Pick a card!”And the asker must pick up a card from the draw pile.

• If he draws an answer to his question, he may go again.If not, play goes to the player on the left of the first player.

• If a player makes series and runs out of cards, he may pick up a card from the pile.

• If the draw pile is exhausted before all series are made, players with cards continue to askfor cards until all cards are matched in series.

• The winner is the student with the most series of all four cards.

Structure• What are you (verb) + ing?• Where are you (verb) + ing?• I am (verb) + ing a/an (_____).

Interaction • It’s my turn.• It’s your turn.• Pick a card.• Give me your card(s), please.• May I have your card(s), please?• Excuse me!• Wait a minute.• I don’t understand.• Repeat, please!

• For better students or in a later part of the year, play the game without text on the cards.

• In a team setting (groups of four) the students could make up their own set of 44 cards. They couldmake decisions and divide the work in class and do the art work and writing at home. They could thenexchange their game cards with other groups in the class.

Variations+

follow-up

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23Playing CardsINTERACTIVE GRAMMAR Reproducible 1

Game Cards

INTERACTIVE GRAMMAR

I’m riding a bike.

What are you riding ?

I am riding a horse.

What are you riding ?

I’m riding a camel.

What are you riding ?

I’m riding an elephant.

What are you riding ?

I am drinking milk.

What are you drinking?

I am drinking juice.

What are you doing?

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23Playing CardsINTERACTIVE GRAMMAR Reproducible 1

Game Cards

INTERACTIVE GRAMMAR

I am drinking water.

What are you drinking?

I am drinking tea.

What are you drinking?

I am washing my feet.

What are you washing? What are you washing?

I am washing my face.

What are you washing?

I am washing my socks.

What are you washing?

I am washing the floor.

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23Playing CardsINTERACTIVE GRAMMAR Reproducible 1

Game Cards

INTERACTIVE GRAMMAR

I am eating an orange.

What are you eating ?

I am eating a banana.

What are you eating ?

I am eating an apple.

What are you eating ?

I am eating a sandwich.

What are you eating ?

I am looking at a picture.

What are you looking at ?

I am looking at an elephant.

What are you looking at ?

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23Playing CardsINTERACTIVE GRAMMAR Reproducible 1

Game Cards

INTERACTIVE GRAMMAR

I am looking at the dogs.

What are you looking at ?

I am watching the dogs.

What are you watching ?

I am going to school.

Where are you going?

I am going home.

Where are you going?

I am going to the zoo.

Where are you going?

I am going to the library.

Where are you going?

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23Playing CardsINTERACTIVE GRAMMAR Reproducible 1

Game Cards

INTERACTIVE GRAMMAR

I am playing baseball.

What are you playing ?

I am playing hopscotch.

What are you playing ?

I am playing tag.

What are you playing ?

I am playing checkers.

What are you playing ?

I am making my bed.

What are you making ?

I am making a kite.

What are you making ?

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23Playing CardsINTERACTIVE GRAMMAR Reproducible 1

Game Cards

INTERACTIVE GRAMMAR

I am making a doll.

What are you making ?

I am making a sweater.

What are you making ?

I am reading a book.

What are you reading ?

I am reading a magazine.

What are you reading ?

I am reading a newspaper.

What are you reading ?

I am reading a comic book.

What are you reading ?

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23Playing CardsINTERACTIVE GRAMMAR Reproducible 1

Game Cards

INTERACTIVE GRAMMAR

I am wearing a new hat.

What are you wearing ?

I am wearing new shoes.

What are you wearing ?

I am wearing a new coat.

What are you wearing ?

I am wearing a new jacket.

What are you wearing ?

I am writing the alphabet.

What are you writing ?

I am writing my name.

What are you writing ?

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23Playing CardsINTERACTIVE GRAMMAR Reproducible 1

Game Cards

INTERACTIVE GRAMMAR

I am writing numbers.

What are you writing ?

I am writing a letter.

What are you writing ?

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Game Cards

INTERACTIVE GRAMMAR

23Playing CardsINTERACTIVE GRAMMAR Reproducible 1

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INTERACTIVE GRAMMAR Focus 23INTERACTIVE GRAMMAR

Example

Present continuousThe present continuous is a verb tense.

It expresses an action happening now, at this minute.

We form the present continuous by using the verb to beand the present participle (ing) of the main verb.

SINGULAR PLURAL

I am sleeping We are sleeping

You are sleeping You are sleeping

He / she / it is sleeping They are sleeping

Robert is reading this sentence now.

Mary is going to the zoo.

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INTERACTIVE GRAMMAR 24

Monday Morning MemoriesStructure

Theme

Setting the scene

Variations+

follow-up

Languageexpected

Procedure

Material

Classroom set-up

situation

• Recent activities

• Simple past tense of regularand irregular verbs

• Whole class

• Reproducible 1• Focus 24

• Tell the students they will have to think about something they did recently and share it with the class.

• Have a short brainstorming session on what activities the students did over the past few days.

• Write a few sentences on the board underlining the “ed” verb ending of regular verbs and the specialform of irregular verbs.

• On a piece of paper (Reproducible 1), have students write something interesting they did recently.

• Now ask students to move about the class and tell their classmates what is on their paper.

• After a few minutes, the teacher collects the pieces of paper and reads what is written on them withoutsaying who did the activity.

• Students are invited to try and remember who did the activity and tell the rest of the class.

Structure

• Simple past of regular verbs, e.g.: I played hockey.

• Simple past of irregular verbs, e.g.: I went to my grandparent’s house.

Interaction

• Hi! Hello!

• And you?

• Repeat please.

• If time permits, the teacher can give back the pieces of paper to the students and have them go aroundthe class again; this time, students must ask their classmates questions to obtain more information,e.g.: where, when, with whom, etc.

• Once students have become familiar with this activity, the teacher can ask the students NOT to take theirpiece of paper when interacting with each other.

• For more advance practice, students can provide time markers e.g. I went shopping yesterday/ lastweek, etc.

• Students can talk about things they did over the Christmas holidays, spring break, etc.

Cycle 3

Competency linkCompetencies 1 and 3

Time30 minutes

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24Monday Morning MemoriesINTERACTIVE GRAMMAR Reproducible 1

I _______________________________________________

_______________________________________________

_______________________________________________

Instructions: Write down an activity you did recently.

What did you do?

I _______________________________________________

_______________________________________________

_______________________________________________

What did you do?

I _______________________________________________

_______________________________________________

_______________________________________________

What did you do?

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INTERACTIVE GRAMMAR Focus 24

"Seven smilingsnakes"

The Past Tense of Regular VerbsSome verbs are regular in the past tense

We just add “d” or “ed” to the present form.

I danced at the party last night.

Yesterday, I played hockey .

Example

The Past Tense of Irregular VerbsSome verbs are irregular in the past tense.

You must learn them!

Yesterday , I ate toast and cereal for breakfast.

eat - ate speak - spoke read - read

go - went know - knew have - had

be - was / were

Example

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INTERACTIVE GRAMMAR 25

Tic-Tac-TookStructure

Theme

Setting the scene

Variations+

follow-up

Languageexpected

Procedure

Material

Classroom set-up

situation

• Past activities

• Past tense of irregular verbs

• Groups of 2 to 4 students

• Tic-Tac-Toe grid (Reproducible 1)• Focus 25-A and 25-B (Irregular verbs list)

• Review some common irregular verbs in English and past time markers (yesterday, last week, etc.).

• Tell the students that they are going to play a special Tic-Tac-Toe game in which they will use the pasttense of several different irregular verbs.

• Have students form pairs and decide which player is “X” and which is “O”.

• Distribute one Tic-Tac-Toe grid (Reproducible 1) to each pair of students.

• From the list of irregular verbs (Focus 25-B) the students take turns choosing and then writing the baseform of the verbs in the squares of the Tic-Tac-Toe grid.

• Taking turns, each student reads aloud one of the verbs from the grid. The student must then use thepast tense of that verb in a simple sentence, e.g.: take - Yesterday, I took the bus to school.If the sentence is correct, the student puts an “X” or an “O” in the square containing the verb.

• The student who gets three “Xs” or “Os” in a row is the winner.

Structure• Common time markers, e.g.: yesterday, last night, last week, last month, days of the week,

months, etc.• Simple sentences with an irregular verb in the past tense,

e.g.: On Saturday I went to the shopping centre.

Interaction• Whose turn is it?• It’s my/your turn.• Very good!• That’s correct/right.• That’s not correct/right.• That’s wrong.• I don’t understand.• Please repeat.• I have the “Xs”/”Os”.• I/You win!• Tie game

• This activity can also be played in teams of four, with two pairs opposing each other.

• The activity can also be done with the whole class. A giant Tic-Tac-Toe grid with the base form ofcommon irregular verbs is drawn on the chalkboard or projected on a wall, representatives from eachside of the class give simple sentences using the verbs in the past tense.

• Students can use dictionaries to find more irregular verbs.

• A Tic-Tac-Took tournament can be organized.

• Regular verbs can also be used along with the irregular verbs.

Cycle 3

Competency linkCompetencies 1, 2 and 3

TimeSeveral 15 minute sessions

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25Tic-Tac-TookINTERACTIVE GRAMMAR Reproducible 1

Tic-Tac-Toe GridsInstructions1. For each box take turns writing the base form of irregular verbs from the verb list.2. Use the verbs to make simple sentences in the past tense.3. For every correct sentence, mark an X or O.

Game 1 Game 2

Game 3 Game 4

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INTERACTIVE GRAMMAR Focus 25-A

Example

The Past Tense of Irregular VerbsSome verbs in English are irregular in the past tense.

Some of these irregular verbs change in the past tense.You must learn them.

be - was/were eat - atego - went swim - swam

Elizabeth hit the ball hard!

Example

Other irregular verbs stay the same in the past tense.You must learn them.

read - read hit - hit hurt - hurt

We went to the zoo today.

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INTERACTIVE GRAMMAR Focus 25-B

"Seven smilingsnakes"

Irregular Verbs

be was/were

begin began

bring brought

catch caught

come came

do did

drink drank

eat ate

fall fell

run ran

say said

see saw

shut shut

sing sang

sit sat

sleep slept

swim swam

find found

forget forgot

give gave

go went

have had

hear heard

make made

put put

read read

ride rode

take took

tell told

hit hit

hurt hurt

leave left

lose lost

think thought

throw threw

wear wore

win won

write wrote

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