Preparation

Invite a native speaker to your class, preferably not a language teacher as they sometimes distort their speech. Ask the person to speak about a topic that has them move through time. This could be his country history. The talk should last around twenty minutes. Ex­plain to the speaker that the students

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will be paying close attention not only Jo the content but to the language form, too.

In class

1. Before the speaker arrives, explain to the students that they are to jot down all the words and phrases they hear that express time. They don't need to note all the words!

2. \\felcome the speaker and introduce the topic.

3. The speaker takes the floor for fif­teen to twenty minutes and you join the students in taking language notes. If there are questions from the students, make sure people continue to take notes during the questioning.

4. Put the students in threes to com­pare their time-phrase notes. Sug­gest the speaker joins one of the groups. Some natives are delighted to look in a 'speech mirror'.

5. Share your own notes with the class. Round off the lesson by pick ing out other useful and normal bits of language the speaker used that are not yet part of your student's idiolects.

Example

One speaker mentioned above pro­duced these time words: only about ten years/ there was a gap of nine years/ at roughly the same time/ over the next few hundred years/ from 1910 until the present day/ it's been way back/ within eighteen month there will be/ until three years ago/ when I was back in September

^nations

Choose the speaker who is about to go off on an important trip. In speaking about this, some of the verbs used will be in a variety of forms used to talk about the future.

Invite someone to speak about the life and habits of someone significant to them, but two lives separately from them, say a grandparent. This topic is likely to evoke a rich mixture of Present Simple, Present Continuous, will, usee to describe habitual events, '11 be -ing etc.

Note

To invite the learners to pick specific grammar features out of a stream of live speech is a powerful form of

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grammar presentation. In this tech­nique the students 'present' the gram­mar to themselves. They go through a process of realization which is lot stronger than what often happens in their minds during the type of 'gram­mar presentation' required of trainees on many teacher training courses. During the realization process, they are usually not asleep.

11. Word order dictation

Objectives: Word order at sentence level

The grammar you decide to input in this example: reflexive phrases, e.g. to myself/ by myself/ in myself

Level: Intermediate

Time: 20-30 minutes

Materials: Jumbled extracts (for dicta­tion). One copy of Extract from Sarah's letter per pair of students

In class

1. Pair the students and ask one per­son in each pair to prepare to write on a loose sheet of paper.

2. Dictate the first sentence from the Jumbled extracts. One person in each pair takes it down.

3. Ask the pairs to rewrite the jumbled words into a meaningful sentence, using all the words and putting in necessary punctuation.

4. Tell the pairs to pass their papers to the right. The pairs receiving their neighbors' sentences check out

grammar and spelling, correcting where necessary.

5. Dictate the second jumbled sen- tcncc.

6. Repeat steps 3 and 4.

7. When you've dictated all the sen­tences this way give out the origi­nal, unjumbled Extract from Sa­rah's letter and ask the students to compare with the sentences they've got in front of them. They may sometimes have created excellent, viable alternative sentences.

Jumbled extracts

1. Myself in absorbed more and more becoming am I find I

2. When mix I do other people me in­side a confusion have I find

3. David John and . Nick as though I am me I do not feel when I walk I through the park with

4. Strange seems it and a role acting am I like feel I

5. Walk park myself talk aloud myself to I by the through I when

6. Completely feel content I

Extract from Sarah's letter

1. I find I am becoming more and more absorbed in myself.

2. When I do mix with other people I find I have confusion inside me.

3. When I walk through the park with David, John and Nick, I do not feel as though I am me.

4. I feel like I am acting a role and it seems strange.

5. When I walk through the park by myself I talk aloud to myself.

6. I feel completely content.

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Conclusion

Each of the games above has its advantages and disadvantages and aims are quite different, that's wh} eluded them all in this single con- Games help students to relax, entc and encourage them. They help t velop their communicative co tence; while completing them cor is a very serious work demandir amount of concentration and dev ing both communicative and w skills. All of them are to be us> a right time and in a right place some students games are a bit unse while the other part of students find common methods of teachin fatiguing, so the teacher must takt account all these points. All in all, all these points to think over, 1 them necessary in teacher's ¹ However, if some of the methods sometimes be omitted or substitut the teacher (although, every te; chooses his own way to work with dents) the games presented here THE GAMES in general in my і ion must be included in the lea process. They act like different cepts and serve different purpose; ing you a full length" of techniqu apply within one method. They don't give strict directions on he apply them but a wide space for ere work.