COOPERATIVE
LEARNING
By Nada AbiSamra
CONTENT
1) Introduction
p.2
2) Why Use Cooperative Learning ?
p.3
3) Cooperative Learning Methods
p.4
4) Student Team Learning Methods p.5
5) Cooperative Activities
p.7
6) Cooperative Learning : Lesson Planning p.11
7) Daily Lesson Plan Format
p.13
8) References
p.15
9) Additional Files ( 3)
p.16
INTRODUCTION
As the stream of time takes us inexorably toward a new century, many
people are beginning to question the direction the stream is taking us.
Voices, both inside education and outside it, are heard demanding more
efficient "teacher production."
There is great emphasis nowadays on interactive , cooperative and collaborative
learning in which we emphasize each person's voice ,
create an atmosphere of democracy where all opinions are heard , all
perspectives are valued , and finally where we build an atmosphere of community,
a classroom community .
Parents as well as teachers would like to see collaboration as
the core of the curriculum.
The value of cooperative learning has been recognized throughout human
history. Organizing individuals to work in support of one another and putting
the interests of the group ahead of one's
own are abilities that have characterized some of the most successful
people of our time. Group learning, with its roots in ancient tribal customs,
has traditionally been a part of educational practice. Its effectiveness
has been documented through hundreds of research studies (Johnson &
Johnson, 1986; Kagan, 1986; Slavin, 1988).
Cooperative learning is now widely recognized as one of the
most promising practices in the field of education.
Finally we can say that cooperation , collaboration ,
consideration , creativity , responsibility , participation ,
all these things seem to become involved in the coming century , as
does the suggestion of stretching the student's experience beyond individual
knowing to a kind of collaborative wisdom.
Why use Cooperative Learning ?
Students and Teachers need strategies for helping them turn diversity
into a positive force .
Cultural and linguistic diversity in the student population has profound
implications for education. The learning climate of the classroom is affected
by the nature of the interactions among students. In a culturally diverse
classroom, students reflect a variety of attitudes toward and expectations
of one another's abilities and styles of behavior. Without structures that
promote positive interactions and strategies for improving relationships,
students remain detached from one another, unable to benefit
from the resources their peers represent. Teachers and students need
strategies that manage cultural and linguistic diversity in positive ways,
strategies that channel peer influence into a positive force for improving
school performance. Furthermore , to reach students from diverse cultural
backgrounds, teachers need multiple alternatives to the prevalent pattern
where teachers do most of the talking and directing in the classroom .
As for language acquisition , students need the maximum amount of time
possible for comprehending and using a language in a low-risk environment
in order to approach the language proficiency level of their peers.
Cooperative learning provides the structure for this to happen. Teachers
should consider the question, "What is the best use of my students' time?"
With approximately thirty students in a classroom who can interact and
negotiate meaning, a teacher needs to take advantage of this environment
for language acquisition. Reading and writing answers to questions can
be done at home, thereby providing more time in the classroom for interactive,
cooperative structures in which students are learning from each other.
Thus, all students can receive maximum practice in language and interpersonal
skills necessary for participation in higher education or the job market.
Lets not forget that Each of us can do Something , but None of us
can do Everything !
COOPERATIVE LEARNING
METHODS
Cooperative learning methods -- instructional techniques in
which students work in small groups to help one another learn academic
content -- are among the most effective teaching methods known. They are
increasingly being used at every grade level, in all subjects, and in all
kinds of schools and communities .
There are many forms of cooperative learning now in use. The most extensively
evaluated of these are Student Team Learning methods .
The basic idea behind the Student Team Learning techniques is that when students learn in small , carefully structured learning teams and are rewarded based on the progress made by all team members, they help one another learn, gain in achievement and self-esteem, and increase in respect and liking for their classmates, including their mainstreamed classmates and classmates of other ethnic groups.
All Student Team Learning methods have been compared
to traditional methods and have been found to produce the following
outcomes:
1- Enhanced academic
achievement for high, average, and
low achievers
2- Improved
race relations and other social relationships.
3- Greater acceptance
of mainstreamed students.
4- Improved
self-esteem.
5- Better attitudes toward the subject and toward school in
general.
6- Improved
time-on-task.
Student Team Learning methods
They are practical approaches which do not require major changes in
curriculum or school organization, and emphasize the elements found in
research to be critical to the success of cooperative learning- group goals
and individual accountability. Teams are recognized based on the individual
progress of all team members. Student Team Learning methods are designed
to be used as primary instructional approaches to replace traditional methods.
There are five major Student Team Learning methods.
In all of them, students are assigned to four-member mixed-ability
learning teams which stay together for about six weeks. The team members
choose a team name and sit together.. Following teacher instruction, students
work together to help each other master material presented by the teacher,
discussing, arguing, teaching, explaining, elaborating, assessing one another,
and trying together to build an understanding of the academic content.
Later, students must show their individual knowledge on a quiz, essay,
composition, or other product accomplished without teammates' help. Teams
can earn certificates or other symbols of achievement based on the progress
made by all team members. The only way for the team to succeed is to make
certain that all
team members have learned; teammates can help each other learn, but
they cannot do each other's work.
1- Student Teams-Achievement Divisions (STAD)
STAD is the simplest and most widely applicable
of the Student Team Learning methods. It can be used in grades 2-1 2 in
every subject. In STAD, the teacher follows a cycle of teaching, teamwork,
and individual assessment. Teams earn certificates or other forms of recognition
based on the degree to which all team members have improved over their
past performances.
2- Teams-Games-Tournaments (TGT)
Like STAD, TGT is applicable to all subjects
in grades 2-1 2. In TGT, the same cycle of activities is used as in STAD,
except that instead of taking individual assessments, students compete
in academic tournaments with members of other teams to add to their team
scores.
3- Jigsaw 11
Jigsaw 11 is a Student Team Learning program
used in grades 3-12 whenever students are learning from written materials
such as textbooks, biographies, and social studies or science books.
In Jigsaw 11, each team member is assigned a topic as a focus of study.
After reading, students from different teams who had the same topic meet
in "expert groups" to discuss what they have learned, and then the "experts"
return to their teams and take turns presenting and discussing their findings.
Finally, all students are quizzed on all topics, and the teams are
recognized based on the progress of all team members, as in STAD.
4- Team Accelerated Instruction-Mathematics (TAI)
TAI is a comprehensive approach to cooperative
learning in mathematics, grades 3-6.
5- Cooperative Integrated Reading & Composition (CIRC)
Unlike STAD, TGT, and Jigsaw 11, which are
"generic" methods adaptable to any subject and grade level, CIRC is a comprehensive
approach to instruction in reading, composition, and spelling for grades
2-6.
In CIRC Reading, students are taught in reading groups and then
return to mixed ability teams to work on a series of cooperative activities,
including partner reading, making predictions, identification of characters,
settings, problems and problem
solutions, summarization, vocabulary, spelling, reading comprehension
exercises, and story-related writing.
CIRC Writing/Language Arts is a comprehensive
approach to writing and language arts based on a writing process model,
with the same teams used in CIRC Reading serving as peer response groups.
Students work together to plan, draft, revise, edit, and ultimately "publish"
compositions. Teachers present mini-lessons on style, content, and mechanics
of writing, which are integrated with student writing.
CIRC Writing/Language Arts provides a structure to help teachers and
students succeed in helping all students become effective authors.
CIRC Reading and CIRC Writing/Language Arts are usually used together
, but can be used as separate reading and writing/language arts programs
.
Cooperative Activities
Following is a list that helps us decide when to use group-work and
what the content of a task should be.
As teachers we have the need to:
1- Motivate students by capturing their attention and interest before introducing a new concept or skill.
For a variety of reasons ranging from
anxiety to apathy, many students need to be helped to focus on the new
material being presented. While it may be frustrating to teach students
who do not share our enthusiasm for the subject matter, it is in the instructor's
best interest to try to increase their desire to
learn. Most learners are intrigued when attention is first focused
on their personal opinions or experiences or when cognitive dissonance
is created.
Motivational strategies include asking students
to: explain a puzzling scenario, share personal responses related to the
topic, experience a visual or auditory stimulus, or guess the answers to
questions that will be tried again at the end of the lesson.
2- Provide an initial concrete experience to use as a
referent during lecture when explaining an abstract idea or procedure.
Because instructors have already achieved
an in-depth comprehension of the underlying concepts and principles of
their discipline, it is easy to assume that explanations alone will be
sufficient to transfer this understanding to students.
Unfortunately these explanations often lack
meaning because of their abstract nature. Students greatly appreciate any
effort to first provide some kind of concrete experience that can be used
to add meaning to definitions, rules, characteristics, procedures, or laws
subsequently presented in lectures.
Strategies include: teacher demonstration,
video or audio tape, artifacts and primary resources, analyzing data, recording
observations of an event, inferring the critical differences between visual
examples presented in columns labeled as effective vs. ineffective (or
correct vs. incorrect), and manipulating physical objects.
3- Check for understanding and active listening during
our explanations and demonstrations.
As teachers we should be on a mission
to reduce passive listening on the part of our students. It is our responsibility
to incorporate methods that will increase the likelihood that learners
are actively processing the information.
The first time that students are asked to
demonstrate, verbalize, or question their understanding should not be on
the homework or on an exam. Active listening strategies can easily be inserted
during a presentation and include having students: complete a sentence
starter, find an intentional error presented on the board or overhead,
think of a question that would test comprehension, generate an example,
or search their notes for evidence that
supports or contradicts a statement presented to the class.
4- Give students an opportunity to reflect on or practice
newly presented information, concepts, or skills.
Ideally, students should be able to consolidate
their learning after important ideas have been discussed or presented.
Many learners need to talk about ideas or procedures in order to integrate
the new learning. Content that appeared clear during an instructor's fluid
explanation can present special challenges as students begin to grapple
with it on their own. These practice
sessions need not be lengthy to be effective.
Sessions can include:
- creating pro/con arguments,
- writing summaries,
- producing dialogues,
- analyzing data,
- writing a critique,
- explaining events,
- signaling agreement or disagreement with
oral or written statements,
or
- solving problems.
5- Review material prior to an exam.
In an effort to help their students,
many instructors conduct review sessions prior to exams. Typically, they
will spend time presenting summaries of key ideas and functioning as the
primary resource if any questions are asked. An alternative approach is
to design review sessions in which students assume a much greater responsibility
for their own learning. These strategies can include
having students:
- write questions for tests,
- become topic experts and quiz each other,
- design a short review for the class,
or
- make summaries of important information to use during the
exam.
6- Cover extensive textual information efficiently.
Many students become discouraged when asked to read unfamiliar and lengthy material all alone. It is also risky for teachers to assume that simply because students have read a text selection that they have fully comprehended its meaning. Students can be asked to effectively help each other learn from assigned readings. Section experts can present oral summaries of readings which contain answers to questions their teammates will complete.
7- Be sure that students have learned from their performance on their most recent exam or project.
Many teachers experience an uneasy feeling
after exams or projects are returned with errors and grades noted. There
is always the concern that students may never really understand the nature
of the weakness in their thinking. Small group test debriefing sessions
can be a wonderful solution; teammates help each member to understand more
effective alternative responses. So that
students demonstrate sensitivity and encouragement, instructors need to
set clear expectations regarding how they are to discuss each others errors.
This list of needs or "task functions" can now be used to provide a rationale for both the content and timing of cooperative tasks. When an instructor identifies the instructional need that has priority for the next lesson, a group activity can be designed that best functions to meet a particular purpose.
Cooperative Learning : Lesson Planning
What are the questions that come to my mind when I want to design a lesson plan ?
I. Curricular Issues: The Focus of Instruction
A. How does this lesson fit into my overall course curriculum and how does it link with what comes before and afterwards?
B. What are my goals and specific objectives
for this lesson? At the end of this class, what should students know (about
the content) and be able to do (in the way of discipline-specific processes
and thinking skills)?
1. What are
my options for helping students to acquire or understand the content?
-Lecture
-Modeling or Demonstration
-Homework Assignments
-Whole Class Discussion
-Cooperative Learning
-Case Analysis
-Instructional Technology
-Other?
2. What are
my options for helping students to develop discipline-specific processes
and thinking skills in this lesson?
-Modeling or Demonstration
-Homework Assignments
-Whole Class Discussion
-Cooperative Learning
-Case Analysis
-Instructional Technology
-Guided or Independent Practice
-Other?
II. If I Decide To Use Cooperative Learning...
A. How Do I Go About Designing a Cooperative
Lesson?
1. Are there pre-designed structures, lessons, or designs
(e.g. Jigsaw) that fit my needs?
2. Are there
existing designs that I can modify or adapt?
3. Are there lessons developed by other teachers that I can
use?
4. Do I need to create a cooperative learning lesson from
scratch? If so,
-How will I foster positive interdependence?
-How will I foster individual accountability?
-How will I foster equal participation?
B. What About Contextual Issues?
1. What is the current state of the classroom climate? Do we
need a class-building activity?
2. How are my teams functioning, and would a team-builder
or team processing activity be useful?
3. Are there particular social skills or roles that would
facilitate working together in today's cooperative
procedure? If so, how will I address them?
III. Assembling the Lesson
A. What Might Be Considered in the Way of Specific
Design Elements?
1. Initial focus,
warm-up, or motivational introduction
2. Review
3. Checking
for understanding
4. Closure/synthesis/summary
-Reflection on content and thinking skills
B. How Do I Put It All Together?
1. Create an
agenda
2. Estimate
timelines for the agenda
3. Create clear
written instructions for students
4. Create or
gather and reproduce needed materials
5. Arrange for
needed equipment
6. Hope that
it works!
7. Reflect, Assess, and Refine
DAILY LESSON PLAN
FORMAT
Teacher_____________________________________________________________
Course Title ________________________________________________________
1. Unit________________________________________________________________
2. Instructional goal (outcome that students should achieve on
completion of the total unit of instruction)
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
3. Performance objectives (skill defined as behavioral objective-action
verb that is measurable)
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
4. Rationale (brief justification of why we feel the students
need to learn this topic)
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
5. Content: (what is to be taught)
----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
6. Instructional procedures
(a) Focusing event (something to get the students attention)
----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
(b) Teaching procedures (methods we shall use)
----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
(c) Formative check (progress checks throughout the lesson)
--------------------------------------------------------------------------------------------------------
(d) Student Participation (how we shall get the students to
participate)
--------------------------------------------------------------------------------------------------------
(e) Closure (how we shall end the lesson)
--------------------------------------------------------------------------------------------------------
7. Evaluation procedures (how we shall measure if the material
has been learned)
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
8. Materials and aids (what we shall need in order to teach this
lesson)
----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
REFERENCES
1- Holt , Daniel D. and Chips , Barbara and Wallace , Diane ."Cooperative Learning in the Secondary School :Maximizing Language Acquisition , Academic Achievement , and Social Development ."
2- "Cooperative Learning : Response to Diversity" -
Improving Americas Schools - California
Department of Education .
3- "Student Team Learning" - Document converted
by Renee L. Kling .
4- Prescott, Suzan "Designing Cooperative Activities" - California
State University - Dominguez Hills
5- Ledlow, Suzan (Arizona State University ) and Davidson, Neil
(University of Maryland )
"A Guide to Lesson Planning for the Cooperative
Learning Teacher"
Teaching English as a Foreign Language : Practicum
Education 266
Dr. Ghazi Ghaith
March 1998
COOPERATIVE
LEARNING
LESSON PLAN
By Nada AbiSamra
COVER SHEET
Student Teacher : Nada AbiSamra
Regular Teacher : Nada AbiSamra
Coordinating Teacher : Mrs. N. Hani
School : Notre-Dame of Jamhour School
Class : Second Secondary , Section 3
Learning Stage of Class : High Intermediate to Advanced
Age Level of Class : 16 - 17
Size of Class : 29 students
Linguistic/Ethnic
Composition of Class : Mainly
Christians
Other Relevant Factors : ( e.g. syllabus , class texts
, examination system , degree of
student motivation , reason(s) for studying English , literacy level
.)
- They study English as a third language
- They study English only two hours a week
- Text Books Used : * "The New Open Access"
Terminales - Hatier
* "Understanding &
Using English Grammar"
By Betty S. Azar
Prentice Hall Regents
LESSON PLAN
S.T.A.D.
Student Teachers
Name : Nada AbiSamra
Date of Presentation
: Monday , April 6th , 1998
Estimated Time of Lesson : 50
minutes
Teaching Point : Subjunctive
Mood
Pre-assessment Activity
: Analysis of students errors in Essay Writing
Relationship to Current Unit: None
Pre-entry Performance
: Students have had lessons on Indicative and
Conditional
Moods .
Performance Objectives
:
A - Content :
a- Students will know that the conditional and the subjunctive
moods are very similar .
b- Students will be able to use the verbs in the subjunctive
mood
accurately .
c- Students will be able to justify the use of the tenses : Past
and Past Perfect Subjunctive .
B - Process :
a- Students will give examples , deduce rules , practice , correct
and justify .
b- Students will work in teams , interact , cooperate ,
teach each other , be responsible for their own learning , and work collaboratively
toward common goals .
c- Students will complete worksheets and correct them .
d- Students will take a quiz and be individually accountable
.
e- Students will determine individual improvement points .
f- Students will compete only with their previous achievements
.
Criterion Level : 80% of the students will perform as specified
at least 80% of the time .
Materials : Blackboard , worksheets , Text Book
Procedures
: Teacher and Student Activities
A - Teacher Activities : Planning the Lesson
a- Rank Students from highest to lowest based on past
performance ( Base Score )
b- Decide on the number of teams : divide total student
number by 4 . The quotient will be the number of
teams .
c- Assign students to heterogeneous teams : the groups should
be balanced by gender and ethnicity , and have equal
ranges of ability .
d- Prepare : - Lesson to teach
- Worksheets and Answers
- Game / Quiz and Answers
- Quiz Score Sheets
- Team Recognition Forms
e- Plan Team-Building Activities and prepare the set of procedures
the students have to follow such as the
following :
- Make sure their teammates have learned the
material
- No one finishes studying until all teammates
have mastered the subject èInsist on the good
Team Spirit
- Ask teammates for help before asking the
teacher .
- Talk to each other softly and behave seriously .
B - Teacher & Student Activities : Implementing the Lesson
a- Teacher Presentation : Instruction ( 10 minutes )
1- Introduction :
- Reviewing previous lesson quickly ( Conditional
Mood )
and relating it to current lesson
(Subjunctive
Mood-past and past perfect tenses).
- Specifying the goals
2- Presenting , explaining and modeling the skills ( The students
should be active and deduce the rules themselves whenever possible ).
[ cf. The Subjunctive Mood p.
]
b- Transition to Teams : ( 5 minutes )
1- Explain how cooperative learning works and the
procedures to be followed
2- Assign each student to a team
3- Assign the location in the room for the different teams
4- Give the procedures for obtaining and turning in materials
5- Give the time frames
c- Team Study and Monitoring : ( 14 minutes )
1- Give each team two copies of the worksheets only then two
copies of the answer sheets ( so that they work in pairs ).
2- Ask team members to study work-sheets and answer sheets to
practice and assess their knowledge of the past and past perfect subjunctive
.
3- Monitor the students work carefully ( check if somebody is
dominating or not participating ).
4- Focus on positive practice : praise the team who is working
well and show others how they are doing it .
d- Individual Testing / Quiz : ( 8 minutes )
1- Each student sits alone for the quiz .
2- Each Student has to understand the content and
demonstrate his/her understanding .
They are individually accountable !
e- Quiz Correction : ( 6 minutes )
Students in different teams correct each others quizzes
after having received
the quiz answer sheets .
f- Team Recognition : ( 5 minutes )
1- Distribute the "Team Summary Sheets" on which the
Base Scores should be written in advance .
2- Get students to determine individual improvement
scores according to the guidelines mentioned on
the
Team Summary Sheets .
3- Recognize Teams according to the guidelines
mentioned on the Team Summary Sheets as well .
4- Give the different certificates to the "Good Team ,
Great Team and SUPER TEAM ."
Students should understand that they have Equal Opportunity for Success
; they compete Only against their past performances ; Effort and Improvement
count a lot !
g- Closure : ( 2 minutes )
Review and discuss (briefly ) the various components
of S.T.A.D. è ask students for their opinion to see whether
they have liked this method or not .
Assignment : Textbook ( Betty Azars )
- p. 362/363 Numbers 18 - 19
Contingency Plans : 1- In case the lesson on past and past
perfect subjunctive proves to be very
easy for the students , I explain the
present subjunctive and have them
give me the examples themselves / or
make up an exercise on all the tenses
in the subjunctive mood .
2- The teams that work very seriously
and finish early will be given a
handout/questionnaire on which
they could work so as not to lose time.
This handout is titled "Are you
Introverted or Extroverted ?"
Comment/Self-Evaluation :
TEAM ORGANIZATION
Second Secondary Class : Section 3
A-Michel Nehme 17 E- Eric Wehbe
11
B-Krystel Maroun 15 G- Rudy Audi
11
C-Nada Kanaan 15 F- Bedros
Baltayan 11
D-Rami Rafih 14 G- Rose-M.
Chahine 10
E-Odile Mahfoud 14 D-Daniella
Christea 10
F-Zeina Eid 14 C- Karim Ghawi
10
G-Rami Nassif 14 A- Mireille Baaklini
9
B- Joseph Gebrane
9
-----------------------------------------
--------------------------------------------
B-Marc-A. Hamalian 13 F- Jad Khoury
9
A-Pamela Fawaz 13 E- Nagi Meouchi
9
C-Lynn Adaimy 13 G- Maya Bitar
8
E-Joelle Wakim 12 D- Thilda Chahine
8
D-Charles Fallaha 12 C- Yves Hage
8
F-Kristina Zouein 12 B- Chadi Bejjani
7
G-Jalal Fallaha 12 A- Elie
Ghanem 7
GROUPS :
A- M. Nehme (17 ) , P. Fawaz (13 ) , M. Baaklini (9) , E. Ghanem
(7)
B- K. Maroun (15) , M. Hamalian (13) , J. Gebrane (9 ) , C. Bejjani
(7)
C- N. Kanaan (15) , L. Adaimi (13) , K. Ghawi (10) , Y. Hage
(8)
D- R. Rafih (14) , C. Fallaha (12) , D. Christea (10) , T. Chahine
(8)
E- O. Mahfoud (14) , J. Wakim (12) , E. Wehbe (11) , N. Meouchi
(9)
F- Z. Eid (14) , K. Zouein (12) , B. Baltayan (11) , J. Khoury
(9)
G- R. Nassif (14) , J. Fallaha (12) , R. Audi (11) , R-M. Chahine
(10) , M. Bitar (8) .
The Subjunctive Mood
It is used to show imaginary or desirable situations in the present and in the past .
A - The Present Subjunctive : ( Incomplete Infinitive )
It is used after the verbs : to order , to command ,
to demand , to advise and to suggest ( when they are followed by that
or by a subject , not an object )
E.g. The General ordered that John come on time .
The General ordered John to come on time .
E.g. I commanded he be hanged .
I commanded him to hang the criminal .
B - The Past & Past Perfect Subjunctive :
They are used after the following verbs or expressions :
- To wish
- Its (about / high ) time è S. Past
- If Only
- Suppose / Supposing
- As if /As though
- Id rather + Subject
a- The Past Subjunctive : ( Simple Past form )
It is used when we speak in general , in the
present or in the
future ( cf. 2nd type of
conditional sentences
)
E.g. I wish I were
you ( But I AM not ) , then I
would go skiing everyday .
b- The Past Perfect Subjunctive : ( Past Perfect form )
It is used when we refer to a past action that we
regret . (cf.
3rd type of conditional sentences )
E.g. I wish I hadnt fought with my parents last
week ( but I did ) , then they would have
allowed me to go to the movies with you .
Team Summary Sheet
Team Name : .
Date :
Date :
Date :
TEAM Quiz :
Quiz :
Quiz :
Members BaseScore QuizScore Pro-gress BaseScore QuizScore Pro-gress
BaseScore QuizScore Pro-gress
Total Team Score
Team Average *
Team Award
* Team Average = Total Team Score 'Number of Team Members
How to Determine Individual Improvement Scores ?
Quiz Imp. Points
1) More than 2 points below Base Score
0
2) 2 points below to 1 point below Base Score 2
3) Base Score to 2 points above Base Score
4
4) More than 2 points Above Base Score
6
5) Perfect Paper ( regardless of Base Score )
6
Team Recognition : ( Based on "Team Average" )
GOOD TEAM
= 3 points
GREAT TEAM
= 4 points
SUPER TEAM
= 5 points or more
Worksheet: Objective : Past and Past Perfect Subjunctive
Subject : English as a Foreign Language
Instructions : Use the verbs in parentheses in the correct form .
1- People with curly hair wish they ( have )
Straight
hair instead .
2- Tony hopes he ( remember )
to buy his wife a gift
this afternoon .
3- I cant decipher your handwriting ! I wish you ( write )
with a fountain-pen .
4- Suppose I (not , come )
to class on time two
days ago , ( you , send )
me out ?
5- Stop behaving like a child ! Its time you (grow )
up !
6- I wish today ( be )
a holiday , then I ( be )
lying in the sun !
7- They wished they ( never , leave )
the country
and hoped they ( return )
some day .
8- If only she ( drive )
more carefully that day
!
9- Id rather ( not , tell )
you where theyve
gone ; you will have to guess .
10- Wouldnt you rather you ( be liked )
by the
members
of your family ?
11- He is such a nuisance . I wish I ( never , meet )
him .
12- He is behaving as though I ( not , deserve )
to be here !
13- Its time something ( do )
about pollution
!
14- Supposing he ( mean )
to do you harm now ,
what
( you , do )
?
15- If only I ( Know )
how to repair this car ! What
shall I do ?
16- Id rather she ( not , shout )
at me so often
!
17- When I entered Mr. Salamehs office I was afraid he would
yell at me but instead he talked to me nicely , as if nothing ( happen
)
.
18- How could I have forgotten to bring the certificates ? Id
rather you ( remind )
to do so before we came .
Worksheet Answers
Subject : English as a Foreign Language
Objective : Past and Past Perfect
Subjunctive
Instructions : Use the verbs in parentheses in the correct form .
1- People with curly hair wish they had/could have Straight
hair stead .
2- Tony hopes he will remember to buy his wife a gift this
afternoon .
3- I cant decipher your handwriting ! I wish you had written
with a fountain-pen .
4- Suppose I hadnt come to class on time two days ago ,
would you have sent me out ?
5- Stop behaving like a child ! Its time you grew up !
6- I wish today were a holiday , then I would be lying in the
sun !
7- They wished they had never left the country and hoped
they would return some day .
8- If only she had driven more carefully that day !
9- Hed rather not tell you where theyve gone ; I think
you will have to guess .
10- Wouldnt you rather you were liked by the members of your
family ?
11- He is such a nuisance . I wish I had never met him .
12- He is behaving as though I didnt deserve to be here !
13- Its time something were done about pollution !
14- Supposing he meant to do you harm now , what would you do
?
15- If only I knew how to repair this car ! What shall I do ?
16- Id rather she didnt shout at us so often !
17- When I entered Mr. Salamehs office I was afraid he would
yell at me but instead he talked to me nicely , as if nothing had
happened .
18- How could I have forgotten to bring the certificates ? Id
rather you had reminded me to do so before we came .
Student Team Learning
Subject : English as a Foreign Language
Game/Quiz: Objective : Past and Past Perfect Subjunctive
Instructions : Complete each sentence so that it means the same
as the one before .
1- Wont the snow ever stop ?
If only
2- John is sorry he smashed up his car .
John wishes
3- Why dont you tell them what they are to do ?
Id rather you
4- You havent made a decision yet !
Its about time you
5- She spends a lot of money , and yet she is in debt .
She behaves as though
6- Its a pity they were captured .
If only
7- What if I didnt want you to come to my birthday ?
Suppose
8- Everyone would like you to begin the show .
Its high time you
9- He felt sorry she didnt wait .
He wished
10- Id prefer you to come early .
Id rather you
Game/Quiz Answers
Subject : English as a Foreign Language
Objective : Past and Past Perfect Subjunctive
Instructions : Complete each sentence so that it means the same
as the one before .
1- Wont the snow ever stop ?
If only the snow would stop !
2- John is sorry he smashed up his car .
John wishes he hadnt smashed up his car .
3- Why dont you tell them what they are to do ?
Id rather you told them what they are to do .
4- You havent made a decision yet !
Its about time you made a decision .
5- She spends a lot of money , and yet she is in debt .
She behaves as though she werent in debt .
6- Its a pity they were captured .
If only they hadnt been captured !
7- What if I didnt want you to come to my birthday ?
Suppose I hadnt wanted you to come to my birthday ?
8- Everyone would like you to begin the show .
Its high time you began the show !
9- He felt sorry she didnt wait .
He wished she had waited .
10- Id prefer you to come early .
Id rather you came / would come early .