tailieunhanh - Teaching grammar creatively part 20

The teacher can provide optimal conditions for awareness raising, but only the learner can "discover" the grammar. This is why we refer to this first stage as Discovery. Typical discovery processes include induction1 where learners are given some language data (such as examples of the target grammar item in context) and are then encouraged to work out the rules themselves. | LEVEL Lower intermediate TIME 30-40 minutes EXTRAS Bottle optional Section B LEAD-IN ACTIVITIES The teacher s favourite cocktail 1. Bring along to your class a bottle containing a brightly coloured liquid or draw a bottle on the board with different coloured stars in it. Say that this is your favourite drink and that you got the recipe for it from a magician many years ago. Tell your students what the drink is called. Invent a fancy name such as Cosmic Cocktail. 2. Before going further decide on the ingredients. Do not tell your class what they are. Ask them to guess the ingredients. In order to make the guessing easier write the first letter of each ingredient on the board like this but without the answers . a bit of the m w _ milky way a bit of a c comet bits of s stars three g galaxies some drops of s w salt water a spoonful of h honey Answer questions with Yes or No only. PRESENTATION AND RECONSTRUCTION OF MODEL TEXT 1. Write the following model text on the board. Model text have blended everything nicely. a bit of the milky way f a comet several stars and three galaxies. 1 have added salt water and honey 1 like it sweet you know . 1 have boiled it for half an hour and stirred it carefully. Maybe you would like to taste it my wonderful cosmic cocktail. 2. Give the class 30 seconds to study the text. 3. Then rub out everything except for the following 1 have a bit of a several and three . have -1 CHAFTSR 2 7ense spec and vo ce 133 134 and__ I I have. for__ and. Maybe my wonderful__ 4. Students try to write the full text in pairs. Read out the original once more and ask them to correct their versions of the text. Leave the prompts on the board. Your students might need them in the writing stage later on. Collecting language 1. Revise or teach the following verbs and noun phrases so that your students will have a greater variety of language at their disposal in the writing stage. Write them on the board. Verbs