My Template for Grammar Teams - Talking People



My Template for Grammar Teams (Grammar in Use)

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|Grammar Teams. Adjectives |Grammar Teams. Adjectives |

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|Use the following adjectives in meaningful sentences: |Use the following adjectives in meaningful sentences: |

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|Amazing |Amazed |

|Annoying |Annoyed |

|Boiling |Boiled |

|Boring |Bored |

|Exciting |Excited |

|Frightening |Frightened |

|Interesting |Interested |

|Surprising |Surprised |

|Tiring |Tired |

|Worrying |Worried |

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|Grammar Teams. Adjectives |Grammar Teams. Adjectives |

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|Use the following adjectives in meaningful sentences: |Use the following adjectives in meaningful sentences: |

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|Confusing |Concerned |

|Deafening |Determined |

|Freezing |Frozen |

|Frustrating |Hand-written Hard-boiled |

|Gripping |Hard-headed Misunderstood |

|Irritating |Mesmerized |

|Killing |Outraged |

|Maddening |Wicked |

|Misleading | |

|Time-consuming | |

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|Grammar Teams. Adjectives |Grammar Teams. Adjectives |

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|Use the following adjectives in meaningful sentences: |Use the following adjectives in meaningful sentences: |

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|Attractive |Bright |

|Careful |Courageous |

|Careless |Dangerous |

|Cheerful |Dark |

|Fast |Grateful |

|Forgetful |Important |

|Funny (cf. n. Fun) |Miserable |

|Hard |Quiet |

|Harmful |Red |

|Healthy |Remarkable |

|Nervous |Strange |

|Restless |Windy |

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|Grammar Teams. Adjectives |Grammar Teams. Adjectives |

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|Make up a story using |Make up a story using |

|as many as these phrases: |as many as these phrases: |

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|A beautiful day |A black-haired guy |

|A friendly neighbour |A girl with glasses |

|A hard-working person |A busy street |

|A strange gadget |A complete idiot |

|A heavy smoker |A lovely walk |

|A man with freckles |A sunny day |

|A rewarding experience |A terrifying experience |

|A terrible nightmare |A tiring journey |

|A very sweet person |A very cold person |

|An amazing trip |An old friend |

|Spiky hair |Curly hair |

|The best thing |The worst thing |

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My Template for Grammar Teams (Grammar in Use)

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|Grammar Teams. Tenses |Grammar Teams. Tenses |

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|Think of a dialogue where you can use these sentences |Think of a dialogue where you can use these sentences |

|meaningfully |meaningfully |

|You’ll have to describe the context |You’ll have to describe the context |

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|Present simple |Present perfect |

|Present continuous |Past simple |

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|[pic] |[pic] |

|Grammar Teams. Tenses |Grammar Teams. Tenses |

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|Think of a dialogue where you can use these sentences |Think of a dialogue where you can use these sentences |

|meaningfully |meaningfully |

|You’ll have to describe the context |You’ll have to describe the context |

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|Present simple |Past simple |

|Present perfect |Past continuous |

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|[pic] |[pic] |

|Grammar Teams. Tenses |Grammar Teams. Tenses |

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|Think of a dialogue where you can use these sentences |Think of a dialogue where you can use these sentences |

|meaningfully |meaningfully |

|You’ll have to describe the context |You’ll have to describe the context |

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|Past simple |Past simple |

|Past perfect |Conditional* |

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|[pic] |[pic] |

|Grammar Teams. Tenses |Grammar Teams. Tenses |

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|Think of a dialogue where you can use these sentences |Think of a dialogue where you can use these sentences |

|meaningfully |meaningfully |

|You’ll have to describe the context |You’ll have to describe the context |

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|Present continuous (future) |”Going to” future |

|”Going to” future |“Will” future |

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Timed task:

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|Grammar Teams. Tenses |Grammar Teams. Tenses |

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|Find useful sentences which make use these tenses: |Find useful sentences which make use these tenses: |

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|Present simple |Past simple |

|Present continuous |Past continuous |

|Present perfect |Past perfect* |

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|[pic] |[pic] |

|Grammar Teams. Tenses |Grammar Teams. Tenses |

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|Find useful sentences which make use these tenses: |Find useful sentences which make use these tenses: |

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|Present continuous (future) | |

|“Going to” future | |

|“Will” future | |

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My Template for Grammar Teams (Grammar in Use)

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|Grammar Teams. Modals |Grammar Teams. Modals |

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|Find situations and sentences for these language functions: |Find situations and sentences for these language functions: |

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|can |could |

|General ability (present) |General ability (past) |

|General ability (past) |Request (polite) |

|Request (informal) |Possibility (not certain) |

|Permission (informal) |Suggestions / Proposals |

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|Grammar Teams. Modals |Grammar Teams. Modals |

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|Find situations and sentences for these language functions: |Find situations and sentences for these language functions: |

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|may |will |

|Possibility (perhaps) |Asking sb to do you a favor |

|Request (polite) |Promising |

|Permission (formal) |Offering help |

| |Threatening |

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| |shall |

|might |Offering to do sb a favor |

|Possibility (very uncertain) | |

|Past of “may” | |

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|Grammar Teams. Modals |Grammar Teams. Modals |

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|Find situations and sentences for these language functions: |Find situations and sentences for these language functions: |

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| |must |

|should |Obligation (authorities, angry people) |

|Giving advice |Moral obligation (1st p.) |

|Reminding moral duty |Deduction |

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| |have to |

| |Obligation |

|must |Necessity |

|Strong recommendation | |

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| |need |

| |Necessity |

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My Template for Language Functions

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|Language Functions |Language Functions |

|Identify the language function |Identify the language function |

|of each sentence |of each sentence |

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|My name’s Maria |My house is in Mango Street |

|How can I get to the station, please? |I hate getting up early! |

|Could I borrow your pen? |I’m sorry I lost your notes… |

|If I won the lottery, I’d buy a house |What do we have to do? |

|Would you like a drink? |When I was little, I used to hate fish |

|I come here twice a week |Will you carry this for me? |

|That’s fine, thank you |Go to this website & click on “Register” |

|It won’t hurt, relax |Why don’t we take a taxi? |

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|[pic] |[pic] |

|Language Functions |Language Functions |

|Identify the language function |Identify the language function |

|of each sentence |of each sentence |

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|This is my friend Susan |What’s up? |

|How old is your brother? |What are you going to do, then? |

|I can’t find my keys! |Let’s party! |

|On Mondays I go swimming |You mustn’t talk to me like that! |

|Shall I open the window? |You can’t park here |

|We could go for a walk, what d’ya think? |Thank you so much for coming |

|Your eyes are a field in spring |How about hiring a boat? |

|Your faithfully |You should wear the black jeans |

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Functional Translation

All groups work on the same sentences and we have a plenary to discuss them.

|[pic] |[pic] |

|Language Functions |Language Functions |

|Find a good translation for these sentences |Find a good translation for these sentences |

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|¿Qué me pongo? |What should I wear? |

|Te escucho |I’m listening |

|¿Qué haces? |What are you doing? |

|Llovía |It was raining |

|Me marché |I left |

|¿A qué te dedicas? |What do you do? |

|Cómprate éste, es más barato |You should buy this one. It’s cheaper. |

|Tengo que ir al baño |I’ve got to go to the toilet / I need to go to the toilet |

|¿Tienes que ir por necesidad o por obligación? |Do you need to or do you have to? |

|Podríamos ir al parque esta tarde |We could go to the park this evening |

|¿Me dejas tus gafas de sol? |Could I borrow your sunglasses? |

|No tires las cosas al suelo |Don’t litter the ground /You can’t… |

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|Grammar Teams. Indirect Speech |Grammar Teams. Indirect Speech |

|Imagine a situation where you can say three sentences using these |Imagine a situation where you can say three sentences using these |

|tenses |tenses |

|Report on those sentences to someone who is on the phone |Report on those sentences to someone who is on the phone |

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|Present simple | |

|Present continuous |Past simple |

|Present perfect |Past continuous |

|A modal verb |A modal verb |

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|[pic] |[pic] |

|Grammar Teams. Indirect Speech |Grammar Teams. Indirect Speech |

|Imagine a conversation where you can say three sentences using these|Imagine a conversation where you can say three sentences using these |

|tenses |tenses |

|Report on that situation the following day |Report on that situation the following day |

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|Present simple |Past simple |

|Present continuous |Past continuous |

|Present perfect |Past perfect |

|A modal verb |A modal verb |

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My Template for Grammar Teams (Grammar in Use)

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|Grammar Teams. Solve it! |

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|Review what you know about ‘s. What can ‘s stand for? |

|What does it stand for here? How would you translate it? |

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|Cheese Lover's pizza |

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|Meat Lover's® pizza |

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|Pepperoni Lover's® pizza |

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|Sausage Lover's® pizza |

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|Veggie Lover's® pizza |

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Timed activity

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|US/UK Varieties. Solve it! |

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|Which of these words and expressions are British |

|and which are US American? |

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|Have you got a light? |

|Yesterday I learned how to cook pancakes! |

|Monday to Friday |

|They live on X street |

|They live in X street |

|They live at 99 X street |

|The Women’s Centre |

|A beer can |

|Take that trolley |

|Color |

|Lawyer |

|Subway |

|Elevator |

|Rubbish |

|Ground floor |

|Sneakers |

|Pantyhose |

|Luggage |

|Petrol |

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|US/UK Varieties. Solve it! |

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|Which of these words and expressions are British |

|and which are US American? |

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|Do you have a light? |

|Yesterday I learnt how to cook crepes! |

|Monday through Friday |

|They live on X street |

|They live in X street |

|They live at 99 X street |

|The Women’s Center |

|A tin of bins |

|Take that shopping cart |

|Colour |

|Solicitor |

|Tube |

|Lift |

|Garbage |

|First floor |

|Trainers |

|Tights |

|Baggage |

|Gas |

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My Template for Grammar Teams (Grammar in Use)

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|Grammar Teams. Use of “the” |

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|Read aloud everything |

|Discuss the examples on your left |

|Check the numbered sentences |

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|A dog (any dog), some dogs (any dogs) cf. the dog (that specific dog), the dogs (those specific dogs) |

|The dogs I’ve got cf. Dogs are lovely |

|There was a dog in the street. The dog was barking. |

|I don’t like Maths much. |

|Children are noisy! |

|Poor people are a majority in the world |

|I love playing cards |

|I saw her on Monday |

|Spanish is my mother language |

|The people speak English |

|The people in this class speak English |

|British people speak English |

|Chinese people you met speak English |

|I go to school twice a week |

|I go to bed at about eleven |

|I play the guitar |

|I play the football |

|I love the songs |

|I love the music |

|The last week I saw P. |

|Coffee is a popular drink |

|The pop music is very popular, too |

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|Grammar Teams. Prepositions |

|Read aloud everything |

|Find the correct preposition for each sentence |

|Say the completed sentences aloud |

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|TIME (point in time): at, on, in |

|We could meet …………………… Monday |

|……………….. the afternoon I am always busy! |

|……………….. Tuesday afternoons I am always busy! |

|I was born ……………………………….. spring |

|We usually go on a holiday …………………….. August |

|My grandmother was born …………………….. 1936! |

|My plane leaves ………………….. 16.45 |

|The movie starts ………………… six |

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|Grammar Teams. Prepositions |

|Read aloud everything |

|Find the correct preposition for each sentence |

|Say the completed sentences aloud |

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|TIME (extended period): since, for, by, from—to, from-until, during |

|I always go to the pool …………………………….. my summer holidays |

|I am going to Paris …………………….. two weeks! |

|My partner works …………………… nine ……………………………… three |

|On our exam day we have to be there …………………….. five |

|She hasn’t been here …………………… 2003 |

|We have been here …………………… seven! |

|We have to hand in our essays …………………………….. next Tuesday |

|Wow! Julia! We haven’t seen each other …………………………. ages! |

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My Template for Grammar Teams (Grammar in Use)

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|Grammar Teams. Prepositions |

|Read aloud everything |

|Find the correct preposition for each sentence |

|Say the completed sentences aloud |

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|PLACE (location): at, on, in |

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|Leave your essays ………………….. my desk |

|Why don’t we put up that picture ………………… the wall? |

|I live ………………………… 34 Picadilly Road |

|I live ………………………….. Picadilly Road |

|Let’s meet ……………………… the airport at six |

|People are already ……………………….. the classroom |

|I’ll wait for you …………………………… the bank |

|We arrived …………………… London at midnight |

|Loey arrived …………………. the concert hall too late. |

|They’re already ……………………. the car |

|They’re already ……………………. the bus |

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|Grammar Teams. Prepositions |

|Find sentences for wording these pictures: |

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|PLACE (spatial relationship) |

|[pic][pic][pic][pic][pic] [pic] [pic] [pic] |

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|Pronunciation. Phonetics |

|Pronounce these words |

|Write the phonemic transcription of the –ed endings |

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|Push |

|Crush |

|Show |

|Shock |

|Wash |

|Rub it |

|Put it on |

|Look it up |

|Take it off |

|Switch it on |

|Shrink |

|Stretch |

|Through |

|Maths |

|Sixth |

|Dragged |

|Rushed |

|Cracked |

|Wiped |

|Wanted |

|Locked |

|Dropped |

|Started |

|Helped |

|Jumped |

|Opened |

|Robbed |

|Smashed |

|Received |

|Loved |

|Topped |

|Packed |

|Brushed |

|Tried |

|Played |

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|Pronunciation. Phonetics |

|Pronounce these words |

|Write the phonemic transcription of the –ed endings |

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|Spring |

|Scratch |

|Shell |

|Three |

|Stop |

|Save it |

|Take it |

|I loved it! |

|I love it! |

|Turn it on |

|Girl |

|Third |

|Thirty |

|Paths |

|Eighth |

|Breathed |

|Laughed |

|Changed |

|Passed |

|Added |

|Buzzed |

|Rained |

|Finished |

|Watched |

|Bathed |

|Needed |

|Painted |

|Asked |

|Trained |

|Hugged |

|Cheered |

|Scribbled |

|Sneezed |

|Coughed |

|Danced |

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|WELCOME TO SPAIN! |

|YOUR FOREIGN VISITOR'S KIT |

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|Background info: An English-speaking person is coming to Spain on a one-week holiday. He/She is going to stay at/in your house. |

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|1. Would you go & pick him/her up at the airport? Or would you send him/her an e-mail explaining how to get to your house from |

|the airport (giving directions)? Imagine the welcome dialogue or the e-mail. |

|2. Show him/her your house and the place where he/she is going to sleep. |

|Imagine the dialogue. |

|3. Ask him/her what he/she'd like to do in this visit. Imagine the dialogue. |

|4. Plan a sightseeing tour in Madrid and a day trip to a town in the CdM. |

|Imagine the dialogue where you make the proposal. |

|5. Describe your favo(u)rite place in Madrid or its surroundings. |

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|[pic] |

|WELCOME TO SPAIN! |

|YOUR FOREIGN VISITOR'S KIT |

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|Background info: An English-speaking person is coming to Spain on a one-week holiday. He/She is going to stay at/in your house. |

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|Would you go & pick him/her up at the airport? Would you send him/her an e-mail explaining how to get to your house from the |

|airport (giving directions)? Imagine the welcome dialogue/e-mail. |

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|[pic] |

|WELCOME TO SPAIN! |

|YOUR FOREIGN VISITOR'S KIT |

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|Background info: An English-speaking person is coming to Spain on a one-week holiday. He/She is going to stay at/in your house. |

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|Show him/her your house and the place where he/she is going to sleep. Imagine the dialogue. |

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|[pic] |

|WELCOME TO SPAIN! |

|YOUR FOREIGN VISITOR'S KIT |

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|Background info: An English-speaking person is coming to Spain on a one-week holiday. He/She is going to stay at/in your house. |

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|Ask him/her what (s)he'd like to do in this visit. Imagine the dial. |

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|[pic] |

|WELCOME TO SPAIN! |

|YOUR FOREIGN VISITOR'S KIT |

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|Background info: An English-speaking person is coming to Spain on a one-week holiday. He/She is going to stay at/in your house. |

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|Plan a sightseeing tour in Madrid and a day trip to a town in the CdM. Imagine the dialogue where you make the proposal. |

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|[pic] |

|WELCOME TO SPAIN! |

|YOUR FOREIGN VISITOR'S KIT |

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|Background info: An English-speaking person is coming to Spain on a one-week holiday. He/She is going to stay at/in your house. |

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|Describe your favo(u)rite place in Madrid or its surroundings. |

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1. In a couple of minutes, skim this information. What is it about? (theme)

2. Take your time now. What can you learn from this and how can you explain it to people? Take turns!

[pic]

Source: David Crystal’s The Cambridge Encyclopedia of the English Language, 2005

1. In a couple of minutes, skim this information. What is it about? (theme)

2. Take your time now. What can you learn from this and how can you explain it to people? Take turns!

[pic]

Source: David Crystal’s The Cambridge Encyclopedia of the English Language, 2005

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