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do in groups?
Make a list.
1. Go at the students pace.
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Card conversations: There are two sets of cards, one set with
conversational topics and one set either with individual words/phrases
(perhaps vocabulary to be revised) or whole sentences. Student and
teacher both select three cards from the second set. The student then
turns over a topic card. The student and teacher talk on the topic, trying
to include the words or sentences on their cards within a given time limit.
At the end of the time limit they display the word/phrase cards they have
been able to include. (This can be made more or less challenging by the
degree of connection between topic cards and word/phrase cards.)
Story telling: Student and teacher select six cards each from a set
containing random words and phrases (perhaps vocabulary to be revised)
and devise a story which links the six words. They then tell the stories to
each other (which could be written up later). As an alternative to stories,
the teacher and student could make any connections they can (e.g.
grammatical, topical, fanciful etc.) between the words and explain them.
Recalling a dialogue/text: The teacher prepares cards with key words
or phrases from a short dialogue/text the student has listened to and the
student tries to reconstruct the dialogue/text in full.
Sorting cards: For vocabulary work, the teacher prepares two identical
sets of cards with related words/phrases (to be revised perhaps) and
another small set with instructions, e.g. Arrange the [noun] cards into
the groups: big/small/varying in size or Arrange the [verb] cards into
the groups: using a lot of energy/using a little energy, etc.. (There are
many possibilities depending on the words chosen). Student and teacher
each select an instruction card and arrange the vocabulary cards
accordingly. They then look at each others arrangements and try to guess
what the rationale behind it is.
Using photographs/pictures
Holiday snaps/family photos: The student and/or the teacher brings in
photos of their family from different periods or photos of a recent holiday
and explains them, asking and answering any questions that occur.
Explaining preferences: The teacher brings in several pictures of e.g.
different types of car, different types of shoes, different types of houses in
different locations, different holiday destinations, etc. and the student
explains which they prefer and why.
News photos: The teacher brings in photos of recent world or local
events, e.g. protest actions, terrorist attacks, celebrity occasions,
politicians caught in scandals or celebrating successes, environmental
damage, etc. and asks the student to identify them and express what they
feel about them. (If there is a danger of upsetting the student in any way,
make sure there is a wide range of pictures and allow the student to
select just those they feel comfortable talking about.)
Drilling
Use any of the above situations to drill any grammar or vocabulary. The
talk/interview or tour can be set in the past, present or future. It can use
conditionals. Any topic can be used. It can be autobiographical, tell you
what you will/would have done, or about a third person (he/she), a
company (they) or their own company (we).
Seating arrangement D
Business presentations
1. For students who work in a multi-national company you could
handout a photocopy of a world, continent, country map etc.
2. The student/s decide what each rod represents. For example,
branch, head office, a subsidiary, number of employees, etc. The
student places the rods to represent his/her company, e.g. the
student places three blue rods to represent 300 employees at the
Paris head office, one yellow at the Bangkok branch with 100
employees, etc.
3. The student then describes his/her company.
4. Alternatively, the rods could be used to show imaginary companies
or to represent information about a company from a dictation.
Describing organisation
1. The student thinks of an organised structure they know, e.g. their
family; the company they work for; a football team.
2. The student then decides what each rod will represent and arranges
them to show the structure. S/he then explains the structure.
3. If you have students from the same company, for example, you can
get them to discuss any changes they would like to make with the
company structure, using the rods. If you have two students from
different companies or different families, you can get them to
discuss the different structures and decide e.g. who has the best
company or the strangest family.
Describing dimensions/positions
1. The teacher first builds an object, which the student cannot see. It
could be as simple as a geometrical shape: they describe its height,
width, length, etc. and the student tries to replicate it. It could be a
complex random construction: they explain where to place the rods
in relation to each other and the student tries to follow. It could be
a representation of a room or a street or a country, etc.
2. The student then builds their own object/room etc., without the
teacher seeing.
3. The student then describes it and the teacher tries to recreate it.
Compare and discuss the differences, i.e. problem areas the
student is having with his/her language.
Cuisenaire rods can be bought over the internet at the following addresses:
In the USA
http://www.etacuisenaire.com/control/catalog.department?deptId=CUISENAIRE RODS
In the UK
http://www.learningresources.com/Index.pasp
http://www.cuisenaire.co.uk/
In Canada
http://www.upsidedownschoolroom.com/productlist.shtml