i want to know about activities for teaching grammar middle school?

Answer 1

There are lots of ideas on this website with games, fun activities, and different lessons:
http://www.webenglishteacher.com/grammar.html

This one has lots of links and unique ideas for middle school and high school teens:
http://dmoz.org/Kids_and_Teens/School_Time/English/Grammar/

Here is a site with tons of links to online games for practice and reinforcement:
http://www.teach-nology.com/teachers/subject_matter/literature/grammar/

Answer 2

Try this one based on "Scattergories".

As groups, the students fill in the blanks of a sample sentence:

There are ____________ in the ___________.

The students might put down stars and sky, spoons and drawers, books and library, etc. Try to get the students to think up original ideas, but the have to be realistic. They shouldn't be allowed to use combinations such as elephants and mailbox, streaks and underwear, (you get the idea).

Start with one group and have them read their first sentence. If any other group lists the same word or words, they all have to draw a line through it (them). Stay with the first group until all sentences have been read, then move to the next group.

Scoring is one point for each word that no other group uses and an extra point for a sentence that has two words unused by another group.

Start with five sentences until they get the hang of it, then move to ten.

This can be adapted to verbs, adjectives, and adverbs. It doesn't take long to play, the students work as a group, and it teaches the lesson. And it can be done on an overhead projector, so you don't have to make copies.

Answer 3

Start with the schoolhouse rocks video for grammar for an introduction.

then, MAD LIBS!

have them make their own, and you can grade each part of the process. it requires identification and a working knowledge of the parts of speech.

and it is FUN!

Answer 4

Here are some ideas:
COLOR CODED PARTS OF SPEECH
Several sheets of construction paper that have been marked with the parts of speech. Laminate the paper after labeling each sheet. Each part of speech gets its own color. Following are my examples.
nouns = dark blue
pronouns = light blue
action verbs = dark green
linking verbs = light green
adjectives = purple
adverbs = orange
conjunctions = white
prepositions = tan
interjections = hot pink

You can also make punctuation signs. Periods, question marks, and Exclamation points are put on stop signs. Commas, colons, and semicolons are put on yield signs. The beginning and ending quotation marks each get one yield sign which are attached with enough yarn to surround several students. When used in a sentence, the yarn from the quotation marks cards surrounds those students holding the words from the direct quote.

Activity #1:
Divide the class into two teams. Determine which team will go first. Write a sentence on the board and assign one student from the first team to each word. Each student is to figure out what part of speech the word is and choose the correct laminated card. Then the student is to write the word on the card with an erasable marker. Have the students hold their cards in front of them and line up in the correct sequence according to the sentence. Have other students fill in with the correct punctuation.

If the team has correctly labeled all of the words, they score ten points. If there are any mistakes, the teacher allows the other team to check for correctness. If someone sees a mistake, he raises his hand and announces which word he thinks has been labeled incorrectly. The teacher answers with a yes or no. If the answer is no, the student is out for that round and the other team scores one point. If the answer is yes, the student makes the correction. If he is correct, his team scores two points. The round continues until all mistakes have been corrected. If no players are left to make corrections, or they do not detect all of them, the teacher calls the end of the round. Any remaining mistakes are discussed before going on to the next round. The teams switch places and a new sentence is given.
Activity #2
Play as directed above, but the teams create their own sentences instead of working from a given sentence.

Activity #3
Divide the students into groups of 3 to 5 members. Give each group several cards and challenge them to create a sentence using every card. Make sure that there enough essential elements in each set of cards to allow the group to actually create a sentence. For example, if don't give a group a verb card, they won't be able to create a sentence.


You can give each group a complete set of punctuation cards that they can use for each set of word cards, or you can include the punctuation in the cards you give them for each round.

ACTION ALPHABET
Write a letter of the alphabet on each of 30 index cards. Randomly distribute a card to each student. Give students one minute to write on the card a verb that begins with the letter on the card. Then students tell their verb words. Students pass their cards to the next student, who has a minute to write a different verb for the letter. When students are stumped or write words that are not verbs, they must leave the game.
*Variation: Have students write nouns or adjectives instead of verbs.

FIND ALL THE PARTS
Provide students with a paragraph of text. You might write the paragraph on a board or chart, or you might use an overhead projector to project the paragraph on the wall. Identify a part of speech -- nouns, for example -- and have students locate and write all the noun words they find in that paragraph. How many students find all the nouns?

NEWSPAPER SENTENCES
Cut out words from the headlines in newspapers and magazines. Mix them up. Divide the class into small groups. Distribute the same number of words to each group. Give students two minutes to create as many sentences as possible from their pile of words. (Complete sentences only!) Students should record sentences as they go so they can reuse the words.
*Extra challenge: Don't allow students to reuse words. Can they use every word in their pile?

NOUN PICTURES
Write a list of alphabetical nouns and illustrate at end of each word.
ADDING ADJECTIES
Write a list of alphabetical nouns leaving a space in front of each.
Go back and fill in the space with an appropriate adjective.
ADJECTIVE RACE
Write a simple sentence such as "The __ dog ran across the ____
street." Have children list 10 GOOD adjectives that might fit into these
blanks.
VERB CHARADES
Brainstorm a list of active verbs and write on chalkboard. Have children choose one to act out for the class and let their classmates guess which one they are doing.
ABC ADJECTIVES
Write the ABC's describing yourself using short phrases for each letter. By the same token, use the ABC's to write about dogs, etc.)
IN THE PICTURE ADJECTIVES
Draw an object such as an apple, pumpkin, star, etc. then write words that relate to it inside.
STICKY-NOTE COMPOUNDS
Prepare sticky notes in advance by writing on them the individual words that together form compound words. (For example, write foot on one sticky note and ball on another.) Put one note on each student's desk. As students come into the classroom, challenge them to find a classmate who has a sticky note that when paired with the one on their desk will form a compound word. Set a time limit on the activity.

Answer 5

it all depends on u but if u r really good at english then only teach well activities include xplaining the students abt basics starting frm noun etc tenses n proper pronounciation etc wat ever u teach they must understand n they should be practised wat ever is taught

Answer 6

http://www.middleweb.com/1stDResources.html