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Archive for March, 2009

Nothing really special to comment on here.

A couple of pairwork activities which may or may not be useful for certain classes of an elementary or pre-intermediate level.

One is a dice-game for making sentences with comparative adverbs.  I’d suggest filling in the boxes for people, verbs, and adverbs as a group and then distribute the dice and what not.  Click on the link below for the worksheet.

comparative-adverbs-dice-game

The other is for practicing superlatives.  Students fill in a chart and discuss their opinions on who is the most famous football player, which is the most beautiful city, etc. etc.  Then they create their own chart based on the first one and play a sort of “secret choice” game.

superlatives-pairwork

Gotta get back to work, hope this comes in handy for some of you.  Peace!

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In a previous post concerning using the story of the Titanic to teach past continuous, I mentioned an activity at the end that used cards and pictures of little stickmen doing various activities and actions and things.

The idea was to provide visual input for students to develop sentences and mini-stories and in so doing so practice the past continuous / past simple distinction: by giving them one hand pictures showing actions which can clearly be done over a period of time, and on the other hand actions or events that clearly happen in an instantaneous fashion, students will practice and to some degree begin to internalize the distinction.

And since, in some other classes, I’ve been having to work at this distinction with various groups of various ages, I’ve made some pictures for this very purpose.  I thought I would be a good idea to share so, here goes:

(more…)

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level: intermediate, upper-intermediate
aims: practice debating, listening for gist and detail,  introduce / practice adj.+ prep. + obj. + “to” + inf. and verb + obj. + “to” + inf.

materials:

(Scroll down to see the Lesson Plan below.)

(Note: If you like, you can omit the Listening by skipping Stage 3,  going directly from the lead-in debate in Stage 1 to the reading in Stage 3.) (more…)

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