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Este Cmap, tiene informaciĆ³n relacionada con: TEMA 49, (some of which were designed for radio or for general use) can also be used for language practice. examples Example 2: mystery description Students at the intermediate level have to make sentences about a 'mystery' object using passive sentences (It's made of/used for ... ). For example: It is often made of plastic. It is sometimes made of metal. It is used in the kitchen. It is used for stirring soup and things like that. How many sentences can they make before their classmates guess what the object is?, Story chains examples Example 1: things I have never done (present perfect) The students sit in a circle. The first student says, for example, My name is Roberta and I have never eaten raw fish. The next student has to say Roberta has never eaten raw fish. My name is Thais and I have never climbed a mountain. The third student has to say Roberta has never eaten raw fish, Thais has never climbed a mountain. My name is Marcus and I have never..., etc., Practice of specific language items ???? CONTROLLED PRACTICE ACTIVITIES (like the ones in this unit and in 48) are different from more COMMUNICATIVE SPEAKING ACTIVITIES because we want the students to use specific language ACCURATELY, rather than trying to use any or all of the language that they can. We look at more communicative speaking activities in 52-53. Most of the activities in this unit can be adapted for a number of different specific language items., 49. PRACTISING NEW LANGUAGE 2 activities Practice of specific language items, 49. PRACTISING NEW LANGUAGE 2 activities Games, Games many games (some of which were designed for radio or for general use) can also be used for language practice., Story chains examples Example 2: the never-ending story (first conditional) The students are told to imagine a woman having breakfast. They are then asked to imagine the consequences if she has another coffee. Student 1: If she has another coffee, she might miss her bus. Student 2 has to continue the story: If she misses her bus, she will be late for work. Student 3 continues: If she is late for work, her boss will be anpy. Student 4 goes on: If her boss is angry, ... We can keep the story going until the students cannot think of anything more to say., 49. PRACTISING NEW LANGUAGE 2 activities Quizzes, Quizzes as QUIZZES can be good fun and provide a lot of practice of specific language items at the same time., (some of which were designed for radio or for general use) can also be used for language practice. examples Example 4: charades The students take turns to act out the names of books, play and films. Their team has to guess what it is by asking questions. The acting students can only answer yes or no., QUIZZES can be good fun and provide a lot of practice of specific language items at the same time. examples Example 2: our students' lives We can make a class quiz with questions about the students themselves. They can ask questions such as Who lives furthest fronz the school? Who is the oldest student in the class? Who has the most cousins? etc., Games see We will look at more GAMES (for younger learners) in 93. See also NOUGHTS AND CROSSES in 23., Interviewing each other students can INTERVIEW each other in order to practise specific language items., 49. PRACTISING NEW LANGUAGE 2 activities Story chains, INTERVIEW each other in order to practise specific language items. examples Example 2: present perfect with since and for (lower-intermediate) This example is slightly more complex. The students have to complete some or all of the following SENTENCE STEMS about themselves - some suggestions are given in brackets: I live in ... I study English at ... I have (pierced ears/a tattoo) ... I play (football/tennis/the violin, etc.) ... I work in a ... They then give their sentences to a partner. The partner has to ask about their sentences. For example: How long have you lived in England? How long have you played the violin? And they have to answer: I have lived in England since 2008. I have played the violin for ten years., INTERVIEW each other in order to practise specific language items. examples Example 1: what can you do? (questions for beginners with can and can't) The students have a CHART like the one in the margin. They have to walk around the room interviewing their colleagues, using can + one of these verbs: bake paint play speak use write They ask Can you play the guitar? Can you bake a cake? etc. If a student replies Yes, I can, they write that student's name in their chart. We can extend this kind of chart activity by designing a FIND SOMEONE WHO... chart. The students have to find someone who likes watching movies, has at least one brother and sister, got up early this morning, etc., 49. PRACTISING NEW LANGUAGE 2 activities Interviewing each other, QUIZZES can be good fun and provide a lot of practice of specific language items at the same time. examples Example 1: superlative adjectives (elementary to lower-intermediate) The students have to write general knowledge questions about world geography (or any other world facts). They may have to do some research for this. For example: What is the tallest mountain/building in the world? What is the highest capital city in the world? What is the biggest ocean/desert/country/lake in the world? The students now divide into two teams and ask each other their questions. We can get the students to write general knowledge questions about discoveries, works of art, buildings, etc. They can practise SUBJECT QUESTIONS (Who discovered penicillin? Who wrote Romeo and Juliet) or questions using the PASSIVE -+1 (Who was penicillin discovered by? Who was Romeo and Juliet written by? etc.). (We need to remember that 'general' knowledge isn't necessarily shared by everyone. Different people know different things, especially when they come from different cultural backgrounds.), (some of which were designed for radio or for general use) can also be used for language practice. examples Example 1: 20 questions The students have to find out what a mystery object is by asking 20 (or fewer) YES/NO QUESTIONS. The person who uses the fewest questions wins the round., (some of which were designed for radio or for general use) can also be used for language practice. examples Example 3: backs to the board One student from each team (Student A) sits with their back to the board. The teacher writes a word or phrase on the board. The other students in the team have to give Student A information so that they can guess the word or phrase on the board.