Professional Documents
Culture Documents
1
ACTIVITY 1: PLAIN JANE CHARADE
GRAMMAR: PARTS OF SPEECH (ADJECTIVE / NOUN / VERBS /ADVERB)
Instructions:
i. Have the students play a simple charade game portraying the words below.
ii. Divide the class in 3 smaller groups.
iii. One student from each group will take turn to do the charade.
iv. The person doing the charade is not allowed to speak. All clues should be
given in action form. The rest of the group members would have to guess
the right words. If they guess it right, the group will get 2 points.
v. If the group does not get it right, the other groups can try guessing. One
point will be given for the right answer.
NO ADJECTIVE NOUN
1 YOUNG MAN
2 LARGE CROWD
3 OLD MAN
4 GROWING CROWD
5 SEVERAL JAGGED EDGES
6 DEEP GOUGES
7 FURIOUS WOMAN
8 OLD MANS HEART
9 EMPTY PLACE
10 MY HEART
11 ROUGH EDGES
12 EMPTY GOUGES
13 HIS CHEEKS
14 HIS PERFECT AND BEAUTIFUL YOUNG HEART
15 TREMBLING HANDS
16 OLD SCARRED HEART
17 YOUNG MANS HEART
18 SOME JAGGED EDGES
NO VERB ADVERB
1 GATHERED HURRIEDLY
2 BOASTED LOUDLY
3 WAS BEATING STRONGLY
4 STOOD SILENTLY
5 FIT PERFECTLY
Position of Adjectives
They can appear before or after nouns.
e.g:
1. The short boy is Amir. 2. Is this bag expensive?
(adj) (n) (n) (adj)
They can appear after certain verbs. (be, look, feel, taste, smells, seem,
appear)
e.g:
1. Brad is handsome. 2. This food smells terrible.
(v) (adj) (v) (adj)
Position of Adverbs
USAGE EXAMPLES
Initial-position (at the beginning of a 1. Immediately, the girls started
sentence) running.
2. Suddenly, Asha burst out laughing.
3. Hurriedly, everyone left the room.
Mid-position (in the middle of a sentence, 1. We seldom go to the beach.
before a verb) 2. Mr Lee often camps in the jungle.
3. Sally always wakes up late.
End-position (at the end of a sentence) 1. James drives carefully.
2. Linda slammed the door angrily.
3. The children sang happily.
Using each sentence as a basis, form a new, more descriptive and interesting sentence.
Try adding adjectives to noun and adverbs to verbs.
Example:
The girl went to the store.
The lazy girl went slowly to the store.
The lazy girl went to the store slowly.
Slowly, the lazy girl went to the store.
4
Language related Activities:
ACTIVITY 1: (SONG) TAKE ME TO YOUR HEART
(Michael Learns To Rock)
Listen and fill in the missing words. Also choose the correct words in bold.
Hiding from the ____ and snow/slow
Trying to _____but I won't let ____
Looking at a crowded/clouded _______
Listening to my own _______ beat
So many people all around the _______
Tell me where do I find _______ like you girl
(Chorus)
Take/make me to your heart take/make me to your _____
Give me your hand/heart before I'm old/cold
Show me what love is - haven't got a clue/crew
Show me that wonders can be true/through
They say nothing/something lasts forever
We're only here ______
Love is now or never
Bring me far _____
Take me to your heart take me to your ______
Give me your hand/heart and hold me
Show me what love is_be my guiding _____
It's easy take me to your heart
________ on a mountain _____
Looking at the moon through a clear blue ______
I should go and see some _______
But they don't really/ready comprehend
Don't need too much talking/walking without saying ______
All I need is someone/no one who makes/takes me wanna sing/think
(Chorus)
ANSWERS:
Adjectives opposites
a) true - false
b) high - low
c) easy - difficult/hard
d) clear - dark
e) old - young
EXPRESSIONS:
6
ACTIVITY 2: THE MIMING GRAMMAR GAME
1. This activity is perfect for medium to large groups of students and above
because it gets the students up and out of their seats.
2. The game is simple. Each group will take turn to play the game.
3. The chosen student from a group will mime the action, from the teachers list,
in the form of the adverb.
eg: The adverb is "slowly", the request is "pretend to eat dinner", the chosen
student mimes the action of eating dinner very slowly.
4. The other students from the group must guess the correct adverb from the
action performed.
5. The person doing the charade is not allowed to speak. All clues should be
given in action form. The rest of the group members would have to guess the
right words. If they guess it right, the group will get 2 points.
6. If the group does not get it right, the other groups can try guessing. One point
will be given for the right answer.
7
ACTIVITY 3: BEAUTIFYING JANE AGAIN!
After dinner, young Sarah went immediately to her room. She changed into
her pyjamas and took out her book. She lay on her bed and opened the book. The
house was quiet. Her parents had gone to bed. She heard footsteps. They came up the
stairs. She put her book down and crept to the door. She opened the door and looked
out, but saw nothing. She shut the door and switched off the light. She sat on her bed
and listened. There were no other sounds.
She opened her door and ran to her parents room. She banged on the door and
her father opened it. Her tears flowed and she was shivering. Her father hugged her
and asked her what was wrong. She told him what had happened. He laughed and
hugged her. Then he told her that he had come up after getting a drink.
SAMPLE ANSWER:
After dinner, young Sarah went immediately to her room. She quickly
changed into her cotton pyjamas and took out her story book. She lay contentedly on
her comfortable bed and hurriedly opened the book. The huge house was quiet. Her
parents had gone to bed. Suddenly, she heard footsteps. They came slowly up the
stairs. She put her interesting book down and crept silently to the bedroom door. She
opened the door gently and looked out, but saw nothing. She shut the door quickly
and switched off the light. She sat on her bed and listened carefully. There were no
other sounds.
She opened her door and ran to her parents room. She banged hard on the
door and her father opened it. Her hot tears flowed fast and she was shivering. Her
father hugged her tightly and asked her what was wrong. She told him what had
happened. He laughed softly and hugged her lovingly. Then he told her that he had
come up after getting a drink.