tn_halloween_2013_gimn.pdf

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Teacher’s Notes
All things creepy
Type of activity: vocabulary focus, speaking board
game; individual, group work
Focus: vocabulary and discussion connected to
Halloween
Level: pre-intermediate and higher
Time: 45 minutes
4. Put the students into groups of four or fi ve and
distribute one copy of the board game and a dice
to each group. You may distribute counters if you
have them as well, but the students may also use
erasers, coins or pen caps as their counters.
5. The students are now going to play the board
game. Before they start, explain that there are
two types of squares they can land on: some
include questions that the students have to
answer and some include vocabulary tasks.
When they land on a question square, they have
to answer the question with a minimum of fi ve
sentences (or more if you wish). The other
students then have a chance to ask follow-up
questions. Landing on a vocabulary task square
means that the student has to remember and say
one of the words from Task 1 of the Student’s
Worksheet. If they can’t remember the word, they
miss a turn. Monitor and help as necessary while
the students are playing the game.
6. When the students have fi nished, hold a feedback
session, asking some of the questions from the
board game again and eliciting what the students
have found out about each other.
Preparation:
– copy one Student’s Worksheet per student
– copy one board game per group of 4–5 students
– bring as many dice as there are groups planned
and (optionally) counters
Procedure:
1. Draw the table from the Student’s Worksheet,
Task 1 on the board. Introduce the topic of
Halloween and ask the students to give you
examples of words that could be put in each of
the four columns. Elicit words that you think the
students may know if they run out of ideas.
2. Distribute the Student’s Worksheets. The
students work individually and do Task 1. When
they have fi nished, let them compare their
answers in small groups and then check together,
eliciting or teaching the meanings of the words.
3. Ask the students to focus on Task 2 without
looking back at Task 1. Give them one or two
minutes to try to complete the sentences. Then
let them look back at Task 1 and complete any
empty gaps. Check with the whole group. Then
tell the students to put their worksheets away or
face down so that they can’t see neither of the
tasks.
Interface . Skuteczna nauka mówienia i pisania
dzięki modelowym tekstom, wskazówkom
i metodzie krok po kroku.
Szczegóły na: www.macmillan.pl/interface
© Macmillan Polska 2012
www.macmillan.pl
PHOTOCOPIABLE
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