Oxford`s teachhing methods of english language (стр. 5 из 7)

Who went to bed at two a.m.?	Who went to bed at quarter to two?
Who went to bed at ten to two?	Who went to bed at half past one?

2. Continue until all the students have sat down.

3. Get people back on their feet. Ask one of the better students to come out and run the same exercise but this time about when people got up, e.g.

Who woke up at four thirty this morning?

Who woke up at twenty to five?

4. Repeat with a new question master but asking about shopping, e.g.:

Who went shopping yesterday?

Who went shopping on…(day of the week)

Only if

Grammar:	Polite requests, -ing participle Only if + target verb structure of your choice
Level:	Elementary +

Time:

15-20 minutes
Materials:	None

In class

1. Make or find as much space in your room as possible and ask the class to stand at one end of it.

2. Explain that their end is one river bank and the opposite end of the room is the other bank. Between is the ‘golden river’ and you’re the ‘keeper’ of the golden river. Before crossing the river the students have to say the following sentence:

Can we cross your golden river sitting on your golden boat?

3. They need to be able to say this sentence reasonably fluently.

4. Get the students to say the sentence. You answer:

Only if you’re wearing…

Only if you’ve got…

Only if you’ve got … on you

5. Supposing you say ‘Only if you’re wearing trousers’. All the students who wear trousers can ‘boat’ across the river without hindrance. The others have to try to sneak across without being tagged by you. The first person who is tagged, changes places with you and becomes ‘it’ (the keeper who tags the others in the next round).

6. Continue with students saying ‘Can we cross your golden river, sitting on your golden boat?’ ‘It’ might say, ‘Only if you’re wearing ear-rings.’ etc.

Variation 1

To make this game more lively, instead of having just one keeper, everyone is tagged becomes keeper. Repeat until everyone has been tagged.

Meaning and translation

Two-word verbs

Grammar:	Compound verbs
Level:	Upper intermediate to advanced
Time:	40-50 minutes
Materials:	One Mixed-up verb sheet per pair of students. The Jumbled sentences on a large separate piece of card

In class

1. Pair the students and ask them to match the verbs on the mixed-up verb sheet you give them. Tell them to use dictionaries and to call you over. Be everywhere at once.

Mixed-up verb sheet
Please match words from column 1 with words from column 2to form correct compound verbs.
Column 1	Column 2
back-	dry
cross-	soap
ghost-	treat
soft-	write
blow-	reference
double-	cross
ill-	dry
spin-	comb
cold-	manage
double-	feed
pooh-	read
spoon-	pooh
court-	glaze
dry-	clean
proof-	shoulder
stage-	martial
frog-	march
wrong-	record
toilet-	foot
tape-	train
short-	change
rubber-	feed
force-	stamp
field-	test
cross-	question
cross-	examine
cross-	check

Key to first group of verbs:

To back-comb/to cross-reference/to ghost-write/to soft-soap/to blow-dry/to double-cross/to ill-treat/to spin-dry

Key to the second group of verbs:

To cold-shoulder/to double-glaze/to pooh-pooh/to spoon-feed/to court-martial/to dry-clean/to proof-read/to stage-manage

Key to third group of verbs

To frog-match/to wrong-foot/to toilet-train/to tape-record/to short-change/to rubber-stamp/to force-feed/to field-test/to cross-question/to cross-examine/to cross-check

2. Ask them to take a clean sheet of paper and a pen or pencil suitable for drawing. Tell them you’re going to give them a few phrases to illustrate. They’re to draw a situation that brings out the meaning of the phrases. Here are the phrases – do not give them more than 30 seconds per drawing (they will groan):

To toilet-train a child

To soft-soap a superior

To force-feed an anorexic

To court-martial a soldier

To back-comb a person’s hair

To cross-examine a witness

To spin-dry your clothes

To cold-shoulder a friend

3. Give them time to compare their drawings. The drawings often make misunderstanding manifest.

4. Split the class into teams of four. Tell them you’re going to show them Jumbled sentences (see below) and their task will be to shout out the unjumbled sentence. The first team to shout out a correct sentence gets a point.

Jumbled sentences

Will still can you and it it dry retain its spin shape

You can spin-dry it and it will still retain its shape

Cold him we shouldered first at

At first we cold-shouldered him

Our ill ancestors treated they

They ill-treated our ancestors

Clean it don’t dry

Don’t dry-clean it

Black frog they Maria to the marched him

They frog-marched him to the Black Maria

Double your windows glaze to like we’d

We’d like to double-glaze your windows

Pooh just his poohed offer they

They just pooh-poohed his offer

Don’t soap me you soft dare

Don’t you dare soft-soap me!

The world of take

Grammar:	Some basic meanings of the verb take
Level:	Intermediate to advanced
Time:	40-50 minutes
Materials:	Set of sentences below (for dictation)

In class

1. Put the students in small groups to brainstorm all the uses of the verb take they can think of.

2. Ask each group to send a messenger to the next group to pass on their ideas.

3. Dictate the sentences below which they are to write down in their mother tongue. Tell them only to write in mother tongue, not English. Be ready to help explain any sentences that students do not understand.

The new president took over in January.

The man took the woman’s anger seriously.

‘You haven’t done the washing up, I take it,’ his wife said to him.

The little boy took the old watch apart to see how it worked.

‘I think we ought to take the car,’ he said to her.

This bloke always takes his problems to his mother.

‘We took the village without a shot being fired,’ she told him.

‘Take care’ the woman said, as she left home that morning.

He took charge of the planning team.

The woman asked what size shoes he took.

‘Yes I really take your point’ he told her.

‘If we go to a movie,’ she told her boyfriend, ‘it’ll really take you out of yourself.’

The news the boy brought really took the woman aback.

The chair asked him to take the minutes of the meeting.

‘You can take it from me, it’s worse than you think’

4. Ask the students to work in threes and compare their translations. Go round helping and checking.

5. Check that they’re clear about the usual direct translation of take into their language. Now ask them to mark all the translations where take is not rendered by its direct equivalent.

Problem Solving

A dictionary game

Grammar:	Comparatives, it (referring back)
Level:	Elementary (or as a review at higher levels)

Time:

45 minutes
Materials:	One dictionary per two students

Preparation

On the board write the following:

Abcdifghijklmnopqrstuvwxyz

It’s got more letters than…

It’s got fewer letters than…

It’s the same length as….

It’s earlier in the dictionary than…

It’s later in the dictionary than…

It’s further on…

Back a bit.

The first letter’s right

The first two/three/four letters are right

(or you could dictate this to the students if you want a quiet settling in period at the start of the class)

In class

1. Explain to the students that you’re going out of the room for a short time and they’re to select one word for you to guess when you come back. They find the word in their dictionaries.

2. Go back in and have a first wild guess at the class’s word. The students should tell you whether their word is longer, shorter or the same length as your guess and whether it’s earlier or later in the dictionary. Here is an example (teachers can correct pronunciation as they go along ):

teacher:	Middle
students:	It’s shorter. And it’s later in the dictionary.
teacher:	Train.
students:	It’s Earlier. It’s Got The Same Number Of Letters.
teacher:	Plane.
students:	It’s Later.
teacher:	Rains.
students:	It’s Later. It’s Got The Same Number Of Letters.
teacher:	Seat.
students:	It’s Longer.The First Letter Is Right. It’s Later In The Dictionary.
teacher:	Stops.
students:	It’s Earlier.
teacher:	Skirt.
students:	It’s Later
teacher:	Spend.
students:	The First Two Letters Are Right. It’s Later.
teacher:	Spine.
students:	It’s Later.
teacher:	Spore.
students:	The First Four Letters Are Right. You’re Really Warm Now. It’s A Bit Further On.
teacher:	Sport.
students:	Yes.

3. You can write the words you guess and notes of the students’ answers on the board as you go along, to help you to remember where you are. At the beginning, you can prompt the students by asking questions such as ‘Is it shorter, longer or the same length as my word? Is it earlier or later in the dictionary?’ etc.

4. When the students have got the idea of the game, reverse the process; you think of a word (one from a recent lesson works well) and students guess. You give them information as to length, place in dictionary and any letters they’ve guessed right.

5. Now hand over the exercise to the students. They should scan their notes, textbooks and /or minds (but not dictionaries) and create a short wordlist. Then in pairs or small groups they can repeat the activity.

Rationale

This is a good game for teaching scan reading and alphabetical order when using dictionaries. The revision or introduction of the grammatical structures in a meaningful context is disguised since the students usually see this is vocabulary game. Because it has a pretty tight structure and build-up, it’s a good exercise for establishing the principle of group/pairwork with a class that does not take readily to working in different formats.

Note

With some classes we have asked the students to analyze their own guessing processes. Some students have written interesting short compositions on the best guessing strategies.

In class

1. Ask a student to draw a head in profile on the board. Ask the student to add eyes in the back of his head.

2. Give the students this sentence beginning on the board and ask them to complete it using a grammar suggested:

If people had eyes in the back of their heads, then they … would/might/could/would have to … (+ infinitive)

‘If people had eyes on the back of their heads they could read two books at once’ (so two pairs of eyes).

3. Tell the students to write the above sentence stem at the top of their paper and then complete it with fifteen separate ideas. Encourage the use of dictionaries. Help students all you can with vocabulary and go round checking and correcting.

4. Once students have all written a good number of sentences (at least ten) ask them to form teams of four. In the fours they read each other’s sentences and pick the four most interesting ones.

6. The students come up to the board and tick the two sentences they find the most interesting. The team that gets the most ticks wins.

Note

Students come up with a good range of social, medical and other hypotheses. Here are some examples:

In class

2. Explain to the class that this ‘tulip-like’ umbrella design is a new, experimental one.

3. Ask the students to work in small groups and brainstorm all the advantages and disadvantages of a new design. Ask them to use these sentence stems:

4. For example: ‘It is easy to control in a high wind’, ‘You can see where you’re going with this umbrella’

5. Give the students large sheets of paper and ask them to list the advantages and disadvantages in two columns.

6. Ask the students to move around the room and read each other’s papers. Individually they mark each idea as ‘good’, ‘bad’ or ‘intriguing’.

Grammar:	‘Second’ conditional
Level:	Lower to upper intermediate
Time:	30-45 minutes
Materials:	None

Grammar:	Modals and present simple
Level:	Elementary to intermediate
Time:	30-40 minutes
Materials:	One large sheet of paper per student