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Date Posted: 07:05:33 07/29/03 Tue
Author: hELIO pAULINO
Subject: Task 13

I´d like to describe two activities, one of which I´ve already used and another which I intend to use come August.
According to Littlewood these activity can be classified as Functional Communication Activities in which students share and process information.

The first is a classroom activity. The students must be informed before hand that they will have to help others with vocabulary but they can not say the words; they must describe it somehow. As a practice the teacher may give an example:
A fruit one may eat green – it can be apple/grape/avocado
A fruit one may find in a vine – narrows it down to ‘grape’

Students are then divided in two groups and each group is given a simple poem or a couple of verses from a song with words missing. Little Jack Horner, for example:

Little Jack ________* Little Jack Horner*
Sat on a corner* Sat on a _______*
Eating a Christmas _______º Eating a Christmas pieº.
He stuck in his thumb+ He stuck in his ________+
Pulled out a _______+ Pulled out a plum+
And said ‘what a good boy am Iº And said ‘what a good boy
am ________º’


The word marked * must rhyme with the blank marked * and so on.
The groups must cooperate to complete the poem, but they cannot just say the missing words. The first group cannot just say ‘corner’ for example, but must give clues or definitions Ex: the place where you turn from one street to another; where two walls meet.

As a second part of the activity it may be fun to analyze the poem. That can be done straight forward or the teacher may give each group a different parameter: for group one the plum may symbolize poetry itself while group two may take plum to be pleasure. Other possibilities are: pie = surprise; plum = present; plum = surprise.
Mind you that none of these suggestions are necessarily right or wrong and the teacher may came up with others, as well.

The second one takes place at a Mall. The group is divided in pairs and given ten minutes to walk around the mall and make a list of things they don’t know the word for in English and which can not be found in a classroom/school environment.
The pair then swap the lists and with the help of a dictionary and the teacher (some words are not found in their dictionary) they find as many definition/synonyms as they can in a given amount of time.
This will help them build vocabulary which might be helpful for the second part of the mall activity.
In different pairs they go again around the mall. Each pair is to find an item in any store window and write down the directions from the starting point of the activity to the chosen store as well as what the item is. These direction are then given to another pair who is supposed to find the store and the item in the window and come back with the price of the item.

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