GAMES BASED ON QUIZZES, MEMORY CHALLENGE AND GUESSING GAMES Ø The listing process can form the basis for many simple activities like quizzes, memory games , and guessing games. Ex: list of facts and then writing true/false quiz 5 quiz questions
GUESSING GAMES The class ask the teacher questions(or vice versa) Students write five short sentences about their chosen animal, then read them or saying them for the class and ask ‘Guess what animal this is’ The game ‘Guess what I’ve got in my bag’
TASKS FOR BEGINNERS Taken more slowly, ‘Junk we carry round with us’ would be suitable for beginner learners This task could be turned into a memory challenge.
‘International words’ is an example of a teacherled listing task can be done by most classes of complete beginners. It helps beginners to get used to the flow of English and to recognize words they know in the context. It works because quite a few English words have become international.
INTERNATIONAL WORDS OFENGLISH The teacher starts with a class brainstorm, drawing or writing on the board some words, e. g taxi, football, television. The teacher talks a little about each word(‘Who likes football? ‘Who plays football? ’) The teacher might ask learners to supply other words of English and to practise pronouncing them the English way. Learners count how many words of English they already recognize.
EVALUATING A TASK A good task generates Interest Creates an acceptable degree of challenge Opportunities to experience ad activate language
Topic: Cats a)Make a list of 6 typical things that cats tend to do. b)What different breeds of cats can you think of? Make a list c)List the different colours that cats can be. How many can you get? Topic: Planning a party d)Make a list of what events in your country might people celebrate by having a party? e) Make a list of things you have to do when planning a party. f)Who might you invite to your next party? Make a list of people you would ask.
PRE-TASK PRIMING AND POST-TASK ACTIVITIES Learners would need some priming before the text-based task. Teacher could : Use pictures or brainstorm words Find out if anyone has personal experience of it
Once learners have done the task they can compare their lists in a report stage and possibly collate their ideas making one longer list. Finally, the teacher highlights useful language forms and let learners practise useful patterns and record useful words and phrases in their ‘phrase book’
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