Classroom - instrukcja dla prowadzących - URBAN LIFE / SENSES

Z Studia Informatyczne
Wersja z dnia 07:46, 6 cze 2007 autorstwa Bartek mi (dyskusja | edycje)
(różn.) ← poprzednia wersja | przejdź do aktualnej wersji (różn.) | następna wersja → (różn.)
Przejdź do nawigacjiPrzejdź do wyszukiwania

Activity 1

The teacher asks for feedback on Units 3 & 4 and responds to any problems the students may have experienced while working on them, offering additional explanation.

Activity 2

In pairs students discuss the advantages and disadvantages of living in a big city. The teacher walks about, monitoring the activity, then asks the class to list the advantages and disadvantages they have discussed in their pairs, making a list on the blackboard.

Activity 3

The teacher finds a student who has made a success at work or school lately. The student describes his/her accomplishment and is given praise by his classmates and the teacher.

Activity 4

In small groups of 4 or 5, students role play the following situation: one of them is a student who is short on money and so is considering leaving his studies while the others are persuading him to stay in school, offering various arguments. The “would-be drop out” then evaluates their persuasiveness.

Activity 5

The teacher brings to class three photographs of celebrities and invites the students to gossip about the celebrities using the impersonal construction “It is said that he/she….” or “He/she is said to …” .The teacher sees to it that all students participate and use various reporting verbs (estimate, allege, report, believe, thought, etc)

Activity 6

Working in small groups the students read their letters of complaint and comment on one another’s work. The best letter in each group is chosen and read aloud. The class decides which letter receives “the best of the best” ribbon justifying their choice. The teacher offers his/her own comment and collects all the letters for grading.