tailieunhanh - Teaching grammar creatively part 11

All these kinds of resources are linked to one another, and so they help to retain one another in Ed's memory. The good thing about regularities and remembered fragments is that they operate more quickly than rules | Section B LEVEL Intermediate TIME 60 minutes LEAD-IN ACTIVITIES Make up your mind 1. Present the following list EXTRAS Class set of handouts of skeleton text Some people . talk about themselves all the time don t listen when you talk to them drive aggressively never admit mistakes have bad breath bite their nails make a noise by tapping their biro while you re talking to them lose their things all the time leave their things lying around pick their nose in public never keep appointments on time don t keep promises forget what has been agreed on gossip a lot smoke during meals eat noisily talk with their mouths full are very fussy about their food talk on the phone for ages play music very loud on the beach in the street worry a lot never look into your eyes when talking to you wear dirty clothes don t wash their hair regularly use rude language make dirty jokes boast a lot don t write legibly make it very clear that they feel very important put themselves down all the time 2. Tell your students to write down five things from the list under the heading It annoys me if someone . and five things under the heading don t mind people . ing. . . Give one or two examples for each list. Group work 1. Ask your students to discuss in groups of four what they find annoying and why and also what things they don t mind. Get them to add whatever else they think should be in the list. 2. Ask each group to decide which three things they find most annoying of all. Allow time to reach a group consensus. 70 CHAPTER A Sask patterns 3. Ask a representative to report the group consensus to the class. 4. Ask if there is anybody who doesn t mind the behaviour that others find very annoying if there are students who don t mind certain things ask them for their reasons. For example Student 1 don t mind people who are fussy about their food. Teacher Why s that - Student 1 Because they might be on a diet or maybe they don t eat certain things for religious reasons. PRESENTATION AND .