BASIC ENGLISH GRAMMAR (Second Edition) Expansion Activities.pdf

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Expansion Activities
written by
Maria Spelleri
Beginning Level
Azar Grammar Series: Basic English Grammar,
3rd edition
Expansion Activities are interactive tasks and games that focus on the grammar covered in the
tables of contents of the Azar textbooks or any comparable syllabus. You may download,
reproduce and adapt the material to suit your classroom needs.
Chapter 1—Using Be
Categories
Chapter 2—Using Be and Have
Find the Answer
Chapter 3—Using the Simple Present
Developing a Character
Chapter 4—Using the Present Progressive
Teacher—You're Wrong!
Chapter 5—Talking about the Present
Draw the Picture
Blind Copying
Chapter 6—Nouns and Pronouns
Adjective-Noun Mime
Chapter 7—Count and Noncount Nouns
Shopping for a Recipe
Chapter 8—Expressing Past Time, Part 1
Family Tree
Chapter 9—Expressing Past Time, Part 2
Narrating a Movie Scene
Alibi
Chapter 10—Expressing Future Time, Part 1
Planning a Vacation
Chapter 11—Expressing Future Time, Part 2
National Costumes
What's going to happen next?
Chapter 12—Modals, Part 1: Expressing Ability
Job Interview Questions
Chapter 13—Modals, Part 2: Advice, Necessity, Requests, Suggestions
Advice, Necessity, Requests, Suggestions
Chapter 14—Nouns and Modifiers
Modifier Mad Lib
Chapter 15—Possessives
Whose are these?
Chapter 16—Making Comparisons
Creative Comparisons
Fun with World Records
Expansion Activities
Basic English Grammar, 3rd Edition
Chapter 1: Using
Be
Activity:
Categories
Materials needed:
Game cards—one card per pair of students.
(See sample cards following.) It isn’t necessary to have a
completely different card for each pair of students; it’s OK to
have one or two overlapping categories on each card.
Description:
Give each pair or group of three students a
grid/game card and make sure they understand their categories.
Teams race against each other to complete their grid with a
singular noun that fits in each category. For example, if the
category is “machine,” the team might fill their category with the
words “coffee maker,” “TV,” “car,” “washing machine,”
“forklift,” “pencil sharpener.”
Set a time limit depending on the level of your class so that some people might complete their
cards, but others won’t. At the limit, shout “Time’s up!” and ask everyone to put their pencils
down. Teams with completed cards get to go first. They need to check their answers with the rest
of the class by making statements like “A coffee maker is a machine,” “A car is a machine,” etc.
The teacher can encourage variety by writing on the board the different ways students can check
their answers:
“A car is a machine.”
“A car, a washing machine, and a coffee maker are machines.”
“Coffee makers are machines.” [With common nouns only, not with proper or unique
nouns, like “jazz music”]
“London is a city.” [No article with proper nouns]
The students who have not completed their cards can ask for help from other pairs. They can
announce which category they need help with, and other students can offer advice using the
target language, like “Turtles are pets,” or “Antarctica is a continent.”
In addition, teams can challenge each other by saying things like “Tomatoes aren’t vegetables!
They’re fruit!”
Here are some other categories for making game cards. Be sure to spread out the proper nouns
among various cards:
house pet, musical instrument, wild animal, form of transportation, movie, month, season,
language, city, country, vegetable, fruit, sport, drink, insect, fish, color, number, continent
electronic device, teacher, relative, movie stars, kinds of music, part of the body, class/course
(English, math, chemistry, etc.), object in space (planet, star, satellite, sun, comet, etc.)
Page 1 of 1
Copyright © 2007 Pearson Education, Inc. All rights reserved. Permission granted to reproduce for classroom use.
Expansion Activities
Basic English Grammar, 3rd Edition
Chapter 1: Using
Be
Activity:
Categories
Farm Animal
Flower
Vegetable
Student in My
Class
Language
Car Company
Pet
Ocean/River
School/University Fruit
Page 2 of 2
Copyright © 2007 Pearson Education, Inc. All rights reserved. Permission granted to reproduce for classroom use.
Expansion Activities
Basic English Grammar, 3rd Edition
Chapter 2: Using
Be
and
Have
Activity:
Find the Answer
Materials needed:
Slips of papers with questions on some and answers on others. The questions
should be on one color slip and the answers on a different color slip. Be careful to have only one
possible answer to each question.
Description:
First, students should take a minute to read their slip and
commit their question or their answer to memory.
Next, have all the students mingle and the students with question slips
ask (not read!) their questions to those students who have answer slips,
trying to find the answer that fits their questions. Students with answer
slips don’t have to wait to be approached, however; they can state their
answer to those with questions!
When students have found their match, they pair off, stand to the side, and wait for everyone to
finish before orally checking in logical order: question -- answer, next question -- answer, etc.
Sample Questions and Answers (enough for 24 students):
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Who’s that woman? She’s my aunt.
What’s that? That’s my pet snake.
Where is your office? It’s on Third Street.
Are you sick? No, I’m just sleepy.
Is your umbrella in the car? No, it’s at home.
Is your father in Egypt? Yes, he is.
Are we late? No, you aren’t.
Is Nina your friend? Yes, she is.
Where are you? I’m in my car.
Where are your books? They’re in my office.
Who are those people? They’re my neighbors.
Are your shoes dirty? No, they aren’t.
Copyright © 2007 Pearson Education, Inc. All rights reserved. Permission granted to reproduce for classroom use.
Expansion Activities
Basic English Grammar, 3rd Edition
Chapter 3: Using the Simple Present
Activity:
Developing a Character
Materials needed:
Pictures of interesting people, preferably within a context.
Some sample pictures are linked here, but pictures can be found in magazines
and in photography and history texts.
Description:
Tell students that when authors write books or screenplay
writers write movies, they need to make their characters come alive. This
means they create entire lives for their characters; they give them friends,
families, childhoods, hobbies, work, likes and dislikes, habits, styles of
dressing, and other things that may not be important to the story, but help the
character become a “real person.”
In this activity, the students will create a character and breathe life into him or her.
Assign each pair or group a photo of a person. Using the simple present tense, students are to
imagine a life for this person. As a variation on this activity, use a limited number of pictures so
that at least two groups have the same picture. Afterwards, you can compare the different “lives”
each group created for the same picture.
Example:
This
is Angie. She’s 26 years old and single. She lives in New York
City. She lives in an apartment, and she has a roommate. Angie works in a
kitchen store, but she doesn’t like her job. She wants to be a rock star.
Every Saturday, she sings with a band. She is a good singer. She sometimes
colors her hair orange. Angie has a boyfriend, Ryan. He is a lawyer. He wants to marry her, but
she doesn’t want to get married right now. She wants to be famous. She has a little brother. Her
brother lives with her parents. Angie calls him a lot. Sometimes, she takes her brother out for
lunch.
Completed work can be displayed together with the picture, or students can read/present to the
class.
Page 1 of 1
Copyright © 2007 Pearson Education, Inc. All rights reserved. Permission granted to reproduce for classroom use.

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