tailieunhanh - Teaching grammar creatively part 22

The clear message here is that teachers need to know how to balance their reliance on visual, auditory and kinaesthetic input modes if they are to cater successfully for individual learning styles within a group. One of our major concerns has been to show ways of providing such balance. | When I m tired I have a_. When I m bored I yawn and_. When I m mad I may let__. When I m late I take a. When I m sick I make a I47 en I m sad I sit and. And when I m done I go to sleep. 9 Mood Swings B bored tired sad late hungry hot rains sick mad When I m I have a snack. When it wear a mac. When I m I take a dip. When I m I have a kip. When I m I yawn and sigh. When I m I may let fly. When I m I take a bus. When I m I make a fuss. When I m I sit and weep. And when I m done I go to sleep. 2. When the pairs have filled in the gaps to the best of their ability regroup them so that each student with the A version is sitting or standing next to a student with the B version. They can then compare their texts. 3. Resolve any remaining doubts eg as to the meaning of the idiomatic expressions have a kip have a short sleep let fly react violently make a fuss seek a lot of attention by complaining being restless etc 4. As an optional follow-up the poem can be recited either by individual students or by the class in unison. USE 1. Write the following rubric on the board What do you do when you feel bored happy etc. 2. Ask learners working individually to generate at least five questions using the rubric. 3. In pairs or small groups they ask and answer the questions. They should make a mental note of any similarities or differences and be prepared to report these to the class. Ci -JXi - 2. -ispec KoP voice 147 148 LEVEL Intermediate Section B TIME 50 minutes EXTRAS Class set of the worksheet three strips of paper for each student LEAD-IN ACTIVITIES Building vocabulary 1. Tell your students that you ll show some words for only a couple of seconds. Ask them to remember as many as possible and to note them on a sheet of paper. 2. Show words from the model text on an OHP or a poster . When we tried out the activity with fourteen-year-olds we used the following words people build