a)1)The view(s) of language that oriented the construction of this activity;
b)2) The theoretical framework (or teaching approach) that can guide its development in the classroom
c)3)The teacher´s role in the activity
d)4) The student´s role in the activity
•
Publish the analysis of the activities in our collective blog and don´t forget to mention the activity´s URL or to post the activity you are analysing in order to your classmates make comments on it.
Publish the analysis of the activities in our collective blog and don´t forget to mention the activity´s URL or to post the activity you are analysing in order to your classmates make comments on it.
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4 comentários:
Hi teacher and classmates
I choose this activity:
ONLINE ENGLISH GRAMMAR QUIZ
topic: ARTICLES: Mixed Articles Exercise #1 (A, An, The, No article) | level: Beginner/Intermediate
1. I love living in this __________ city.
no article
a
the
2. Generally speaking, __________ boys are physically stronger than girls.
a
no article
the
3. Bill enjoys reading __________ mystery novels.
a
the
no article
4. __________ girl that I told you about is standing over there.
A
The
no article
5. Where did you go last night? We went to __________ restaurant that you recommended.
the
a
no article
6. He is __________ really good person.
the
a
no article
7. My brother is __________ expert at fixing cars.
the
no article
an
8. __________ Paris is a beautiful city.
A
no article
The
9. My __________ teacher's name is William.
no article
a
the
10. We got our son __________ dog for Christmas.
the
a
no article
CHECK ANSWERS
Commentaries:
The focus of this activity is the grammar structure,THE STUDENT SHOULD KNOW THE GRAMMATICAL RULES ABOUT ARTICLES.THE TEACHER, IN THIS CASE just teach the rules about use of articles and the student has conditions to solve the exercise.
My second activity is this:
US CITIES: Vocabulary builder for ESL students: ATLANTA, GA
Here's a new way to learn and practice English: We've developed a series of exercises based on descriptions of some of the most famous American cities. Here's a description of Atlanta, GA. Read it and choose the right word for each blank space :) Good luck!
Atlanta is the (capital/capitol) and the most (population/populous) city of the state of Georgia. It is a very big city, and over the past 20 years, it has seen rapid (urbane/urban) sprawl, (economic/economical) development, and growth. In the last decade, the Atlanta (metropolis/metropolitan) area added over 1,150,000 residents - the fourth-largest gain of any metropolitan area in the United States. Many of these people came here to work - After the Olympics in 1996, Atlanta became more well- (known/famous) as an attractive place to live. At the time, the economy here was (rising/booming). Atlanta is currently (recognized/admitted) as one of the main cities of the "New South". It is famous for being the home of CNN and Coca Cola. Even though Atlanta is in the American South, it's actually rare to hear Southern accents on the street, partly because many people who live here are (originally/effectively) from out of (state/luck).
Commentary:
This activity is interesting, because it mixes knowledge of grammar associated with a cultural content about the American cities.
The student should choose between two words that have same meanings, in order to fill the blank spaces.
The teacher' role can be speak to the students about Atlanta, that is,the teacher can contextualizes about cultural, economical and others aspects of this City to the student.This exercise mixes a previous knowledge(background knowledge) of the student with a knowledge of grammar.
Hi folks!
Activity 1:
Dialogue reconstruction
You are now going to look at a telephone conversation.
• In pairs put the pieces of paper into the correct order.
• When you’ve finished check your order with the pair sitting next to you.
• What is the relationship between the two people?
• What is the main reason for the telephone call?
• Now practise reading the dialogue in your pairs.
“Hello”
“Hi Sophie, it’s Justin.”
“Hi. How are you?”
“Fine thanks. Listen I haven’t got long because I’ve got a maths class in a
minute. I just wanted to see if you are still coming tonight.”
“I’m not sure. I think my mum wants me to stay in tonight. We’re going to my
aunt’s house tomorrow and we have to leave really early.”
“Why, where does she live?”
“Miles away!”
“Well, what about if you came early and then my dad could give you a lift
home at about ten. Most people are coming around seven anyway and it
would be cool if you came.”
“Ok well, let me speak to my mum and I’ll text you later.”
“Ok, cool.”
“See you later.”
“Yeah, bye.”
Activity 2:
Role-play
It’s now your turn to create your own telephone conversation. Read the
situation on your card and ask about any words you don’t understand.
• You can write a draft of your telephone conversation but don’t write every
word, just an outline of what you’re going to say.
You need to cancel a trip to the cinema because your grandmother is coming
for dinner.
Arrange with a good friend to go shopping on Saturday at the shopping
centre.
You phone your best friend the morning of his/her birthday.
Phone your parents to ask them if you can be late for dinner to stay for an
extra drama class after school.
Tell your friend that you’re going to be late meeting them because of a train
strike.
Phone your friend to find out where they are.
You’ve been waiting for them in
a café for twenty minutes.
Analysis:
In these activities, language is viewed as a communicative and functional process. It is possible to observe that the main purpose of this activity is using language as a mean of interaction. In the first activity, the teacher's role is to assist the students, perhaps explaining some expressions they don't know. In the second activity, the teacher's role is to monitor the conversations, helping in the preparation stages. In both activities, the students' role is to interact with each other. I think interaction is a great way of learning a second language.
Source:http://www.teachingenglish.org.uk/try/lesson-plans/mobile-phones
Hey everybody!
My first activity is...
Type "a" or "an" to fill each blank below.
1. _______ angel
2. _______ army
3. _______ axe
4. _______ bell
5. _______ crab
6. _______ drum
7. _______ eye
8. _______ engine
9. _______ fan
10. _______ gun
11. _______ iron
12. _______ island
13. _______ orange
14. _______ oven
15. _______ pen
16. _______ star
17. _______ telephone
18. _______ umbrella
19. _______ vase
20. _______ wagon
http://www.syvum.com/cgi/online/serve.cgi/english/english1/aan1.html?question_only
The second activity is...
A)There is often more than one way of saying the same thing.
Fill in a suitable word to say the same thing in a different way.
1.
Charles Dickens wrote the famous novel 'David Copperfield.'
Charles Dickens is the _______ of the famous novel 'David Copperfield.'
First letter clue
2.
It is always good to be on time.
It is always good to be _______.
First letter clue
3.
William Shakespeare has written many famous plays.
William Shakespeare was a famous _______.
First letter clue
4.
The teacher told Donald to speak the truth.
The teacher told Donald to be _______.
http://www.syvum.com/cgi/online/fillin.cgi/squizzes/english/sid1.tdf?0
In first activity, the focus is on grammatical rules. The teacher just need to teach "when use A or AN"; and the student need to follow these rules.
In the second activity the focus is more elaborated... the student learns different ways to say the same things. It envolves new vocabulary, new opitions... The teacher can teach/show this "new ways" through this activity.
Both activities are from http://www.syvum.com/english
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