Roll Your Way to Grammar Fun

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Would your students enjoy working on editing skills via a board game? Are you interested in an activity that takes just minutes to prepare? Here’s a lively and collaborative activity that works with any of the Check your knowledge exercises found in all three levels of the Azar-Hagen Grammar series.

Materials: A game board (attached) and dice.

1. Choose any Check your knowledge exercise from the text you are working in. These exercises are usually toward the end of the chapter.

2. Students work in groups of three or four. You need a game board and one die for each group.

3. To prepare the board, randomly write the number for the sentences (not the sentence) in the blank squares. If there are 12 sentences, you will have 12 marked squares. Skip the example sentences. (You can mark one board and then make photocopies, or make each board different for every group.)

4. Each student needs his/her own token: a coin, a paper clip, etc.

5. The first student rolls the die and moves accordingly.

6. When students land on a sentence number, they have to give the correction for the corresponding sentence in the book. The other students in the group can decide if it is correct or not. If they are unsure, they can check with the teacher.

7. If the answer is incorrect, the student goes back 2 spaces. (When this happens, the student skips any instructions on the square two spaces back.)

8. Play continues until one student reaches You Win! (You can decide if they need to roll the exact number or not to get to the final space.)

9. As a follow-up, the teacher can review the more difficult or challenging sentences.

A wealth of activities to supplement the texts can be found at: AzarGrammar.com/Classroom Materials

Board game template_Final

Using Communicative Methods to Teach Editing

Joyce Cain

Joyce Cain

When writing language textbooks, authors take into consideration real world tasks that students need to accomplish and develop exercises and materials that they feel will best help students master the language necessary to be successful in these real world settings. This, too, was my goal in writing Grammar for Writing. Students in an academic or professional setting must produce written discourse that their professors or colleagues are able to understand.

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