Aubree Stewart
July 18, 2003
Grammar TSL 612
Chapter Enhancement
Grammar in Use
Reference and Practice for Intermediate Students of English
Raymon Murphy, 1989
I chose to enhance Unit 23 because some of the students I've worked with in the past have had trouble
learning when to use "have." I think that, because it is so commonly used in
the English language, that there is a great deal of potential for fun activities that makes use of "have" and "have got."
Unit 23 Exercises "Have" and "Have Got"
23.4 Go Fish
Put students into groups and give them decks of cards. (There
are special decks designed for this game in particular that have pictures of fish on each card. But regular playing cards can be used.) Students start with
seven cards each. The object of the game is to run out of cards by collecting
sets of four. Each player displays his sets in front of him as each collection
is completed. Players take turns asking the player of his choice if he has the
card he needs to collect a set. For example, if a player is collecting 4's, he
might say, "Do you have any 4's?" or "Have you got any 4's?"
If the other player doesn't have any 4's he would say, "Go Fish," and the first player would draw from
the deck. Or if the player does have 4's he could say, "Yes, I have one 4," or
"Yes, I've got one 4."
· This is a great task-based activity for students to practice
using "have" and "have got." It can also open into the teaching of "have not"
or "haven't." Students are able to learn from modeling other students. In addition, there is ample room for error correction because if he gets it wrong in one turn, he can say
it correctly the next round.
· If the class is small enough then teachers can play
with the students. For a larger class, teachers should monitor the room in case
there are any questions.
23.5 We're having a card making party!
Each student writes and decorates two invitations for a special event.
For example, "Sheila's going to have a baby!" Or, "I'm having a party!" Other ideas are: have a nice day, have a nice holiday, having a graduation ceremony,
having another birthday, etc. Students can mail the cards to their friends and
family or allow the teacher to display them in the classroom.
· Students work independently to create the card using a
single sheet of paper folded twice. They can color it or glue on pictures cut
from magazines. There are many different ways they can use have. For example, I'm having, going to have, have a safe trip, etc.
· Teachers are to monitor students. Cards can either be mailed to students friends or family or displayed in the classroom.
23.6 We've got so many excuses . . .
Students fill out a slip (provided by the teacher) explaining why they can't come to school today. There is a space on the slip where they write their excuse. For example, "I have got a headache," or "I've got a dentist appointment," or "I have got to go to a funeral." After filling them out student exchange them with classmates. Students take turns reading the excuse written on their slip.
· This is a good task-based activity for students to practice
some uses of "have got" independently of "have." It allows students to practice
writing it as well as saying it.
· Teachers are to print out the slips for the students. Teachers will need to give examples prior to the activity and answer questions as
they arise.
23. 7 Analysis of written discourse
Teachers select of piece of text from a written corpus in which the forms of "have" and "have got"
are used frequently. This shouldn't be too hard to find, especially if the text
is written in first person. Try to get several different texts to hand out so
students have different texts or different pieces of the same text. Have students
read the text independently once for content. Then have students read through
a second time and circle the forms of have and have got every time they are used. Students
are to make a list of each instance that occurs in the text along with its collocations.
Students will take turns reading their collocations aloud. Teachers will
make notes of the most frequently occurring collocations on the board.
· This exercise will familiarize students with the written
forms of "have" and "have got." If there is access to computers in the classroom,
they can be used to access concordancers. Otherwise, the in-class sharing can
work like a concordancer, allowing students to see various uses of "have" and "have got."
23.8 Analysis of Spoken Discourse
Activity is the same as in 23.7 except that text from a spoken corpora is use. An attractive option is to use real audio files instead of text.
This can be obtained from online corpora such as TalkBank, for example. Have
students first listen or read for content, then for uses of "have" and "have got." Students
are to make collocational lists and compare with the findings of the written texts in exercise 23.7.
23.9 I have never . . .
Students sit in a circle (if possible) and take turns saying something they've never done. For example, I have never ridden on a train. If there is anyone
in the class who has ridden a train, they must share the experience with the class.
Students take turns sharing what theyve never done. This activity usually
opens up several other interesting topics so its a good idea to leave ample time for discussion.
· Students: This activity lets students practice "I have,"
and the contraction "I've." It allows students to learn things about their classmates
that they never knew. The sharing of information becomes a real task that students
lose themselves in. They quickly forget that they are practicing grammar.
· The role of the teacher in this activity is to sit as a
member of the circle, engaging in the conversation with the students. Help students
if they have a question about a word or grammatical structure. This would be
a good activity for focus on form because it often opens to other questions about grammar.
It ties in closely to the past. For example, one students says, "I've
never climbed a mountain."
Then another student might say, "I climbed Mt. Everest last year."
