tailieunhanh - Teaching grammar creatively part 21

In his book Righting the Educational Conveyor Belt (1989), Michael Grinder reviews the ties between ace, brain hemispheres and preferences in learning styles. He concludes that some people process, store and recall information more easily if it is presented visually, while others prefer auditory or kinaesthetic (movement and touch) modes. | and my boyfriend fell ill when a pumpkin was dropped on his head. What a day Extension When you have corrected the students texts ask them to write a skeleton version of their text as homework. These student skeleton texts can then be redistributed and used for further practice. Variation If you work with adults you may want to use the following text At the office a door was slammed in my face I was told several lies and my new computer programme was eaten by a virus. In the pub I was looked up and down by all the men and when I blew my top I was politely asked to leave. When I came home I found out that my phone had been disconnected and there was no way of sharing my anger with anybody. 140 r LEVEL Elementary - lower intermediate GOING TO TIME 45-50 minutes Section A AIM - to introduce going to to talk about intentions DISCOVERY 1. Assemble some objects on a flat surface - such as a table or desk -that is visible to all the students. If you have access to cuisenaire rods these are ideal. But if not a collection of different coloured pens and books will do just as well. Items of plastic fruit available from many department stores also work well. Check that the students know the names and colours of the different objects. You may also want to check that they are familiar with some basic prepositions of place such as in on behind next to between in front of etc. 2. Get the students attention and tell them to listen and watch closely. Announce what you plan to do. For example if using cuisenaire rods I m going to take the red rod and put it on the desk. Then I m going to take the green rod and put it near the red rod. Then I m going to put the black rod between the green and red rods. 3. Perform the action that you described and ask the students if you did it correctly. 4. Repeat this activity using different routines which can become increasingly more complicated some of which you get wrong . Allow the students to correct you. 5. Invite a volunteer to do the same. .