Ask Headmaster Ken

Dear Ken,

I am an American executive at a Chinese company, and I have been asked to give presentations to the staff on English language and usage. I am an ex-professor, so lecturing on the topic is no problem, but to make this interesting and to help them master the language, I would like some ideas on group activities and games that can go along with the "lectures."

My staff struggle most with indefinite articles and subject-verb agreement. Any games or activities focusing on these two areas of English grammar would be most helpful. My first talk on these subjects is this Friday. I look forward to hearing from you.

Andy Kiorpes,
Executive Director of Toxicology
WuXiAppTec (Suzhou) Co. Ltd.

You have identified two areas that students of nearly all ages struggle to master; indefinite articles and subject-verb agreement.

For a simplified, (three rules) approach to teaching indefinite articles; I’d suggest the link below for material to create the Presentation/Lesson Plan:

http://bogglesworldesl.com/indefinitearticles3.htm

For lesson material regarding subject-verb agreement, you may want to review this link:

https://eee.uci.edu/programs/esl/svlink.html

As for activities to deliver the material, I’d recommend the following:

1. Divide the class into two teams.

2. Explain they are now in the construction industry and are trying to build the highest building in town.

3. They receive one point for each correct answer. Each point can build one wall or floor.

Construction is performed by building the horizontal floor, then four vertical stroke walls above, (five points to construct one “floor” of the building).

4. Each team has a “Construction Superintendant” who keeps score by drawing the structure on the board.

5. Now, provide them a situation related to your teaching scenario, (hotel reception, customer service, etc.) or something related to their field.

6. You will present a flashcard or Powerpoint slide that requires the use of indefinite articles. The students, alternating turns, must respond correctly to get a point.

7. Some examples below:


Round 1 The Meeting

Turn 1 Hello Miss Wang. Were you given ____ agenda for today’s meeting?

Turn 2 Agenda? No, I don’t have ___ agenda.

Turn 3 No problem, I have ___ extra one.

Turn 4 Did you hear? ______ Company President might show up.

Turn 5 Oh no. I haven’t finished editing ___ report I was going to present.

Turn 6 You are too nervous. I know you’ll present ___ good report.

etc. etc.


Another tool that works with most adults is “racetrack”

1. Draw/present an oval racetrack on the board. Draw it with inner and outer lines so you can divide it into a dozen or so squares. Have a “Start” and “Finish” square back to back. In one of the dozen or so sections you have created with dividing lines, draw a skull and crossbones in one, and in two other squares, write “Go back X squares”

2. You will need an ordinary six-sided die.

3. First, have the student answer a question, (example: Either the workers or the manager [is, are] coming to the conference).

4. If the student is correct, his team advances on the track to the number specified by the die cast. If the student lands on a skull and crossbones square, student goes back to start point. If student lands on a “Go Back” square, the student goes back, two, three, or whatever number of spaces you specified.

5. To end the game, a team must go around the track and land EXACTLY on finish. If they do not land exactly on finish (they overshoot) they continue around the track until either side lands exactly on the finish square. Each time a team passes the finish square, they collect one point. When a team finally lands exactly on the finish square, the team with the highest number of points wins.

These games are transparent learning activities that ought enhance the learning process. I hope this has been of some help.

Ken