BEST FRIEND'S CHALLENGE
You can also get your students to come up with more questions and play the game again 🙂
Click here to download the handout with the questions.
Fixed expressions and Semi-fixed expressions
Types to take into consideration.
(See page 11)
The significance of Lexis
' Language consists of grammaticalised lexis, not lexicalised grammar' Raf Erzeel, review VVLE Newsletter 3/96
Checklist of some changes in content and methodology:
More attention will be paid to:
My reaction and how to go about it.
I decided to set the next academic goal and implement this approach in my teaching. First I will draw my students' attention to chunks and also find ways to help learners achieve the three highlighted above (A) talk about what is probable in English and not what is possible (B) organize their notebooks (C) and get maximum benefits from texts.
(A) Organised notebooks:
(B) Probable English than possible English:
(C) Get maximum benefit from the texts:
THE IMPORTANCE OF RECORDING AND REVISITING
New lexical items should be recycled by students.We therefore, have to encourage ss to look back and do something with the language they recorded. Make sure you ask questions such as:
– What was the word you recorded for……?
– Can you put three expression you put in your notebook last week?
To be continued :D………..
So this is it! Back to school.. 🙂 I am pretty excited about it, let's be honest, educators have such a big break 😀 and I do miss teaching. So these are my top ideas/activities on getting back to school, mainly related to new groups, adults and teens.
1. Find someone who (A2 and above/Adults): love this, just because I get them to stand up, mingle, move around and get to know each other.
Teacher – Have you got a pet?
Teacher -Is it a cat or a dog?
Student – Dog
Teacher – What's his/her name?
Student – Klio.
2. True or False.
3. About me (A2 above/works well with teenagers)
A different way of practicing asking personal and getting to know your students is 'The Best Friend's Challenge'. This game however, can only be successful if your students already know each other really well. Here how it goes:
How to play: write the following questions in different cards and cut them down. Place them in a box. Student A draws a questions and tries to guess how Student B would have answered the question. Student A and B write the answer down and show their answers with the count of 3. If the answers match they get a point.
4. Jinx Challenge. (For all levels and ages.)
This can be played after getting to know your students to add a bit of fun. I've attached the YouTube video here that I get the inspiration from. Enjoy it!
Complete the sentences using say or tell.
Taken by Common mistakes at First Certificate. . . and how to avoid them, Cambridge University Press, 2004
When it comes to teenagers I have to admit that my ideas are more creative than my first posts ‘Working with Phrasal verbs 1’.
This is an example a student of mine did last week.
You can make your own comics online in these websites:
Play Games: Mystery Reward Game!!!!
One game that we usually play to revise vocabulary is the ‘Choose a symbol’. Each symbol means something else. Students however, don’t know what each symbol means and I think it what makes it fun and engaging.
Step 1: Divide students into two teams and give each team a copy.
Step 2: Ask the first team to choose a symbol. Then you could ask them to give you an ‘example sentence’ or a ‘definition’ of the phrasal verb. (Alternatively you could prepare some sentences and ask them to guess the missing word in the gap)
Step 3: Once they have answer tell them the prize of the symbol.
Step 4: Repeat steps 2-3.
DOWNLOAD THE GAME HERE!!!!!
Some ideas are:
Play again (no points)
Hope you enjoyed this post, feel free to comment and share more ideas about teaching phrasal verbs to teens 🙂