VoyForums
[ Show ]
Support VoyForums
[ Shrink ]
VoyForums Announcement: Programming and providing support for this service has been a labor of love since 1997. We are one of the few services online who values our users' privacy, and have never sold your information. We have even fought hard to defend your privacy in legal cases; however, we've done it with almost no financial support -- paying out of pocket to continue providing the service. Due to the issues imposed on us by advertisers, we also stopped hosting most ads on the forums many years ago. We hope you appreciate our efforts.

Show your support by donating any amount. (Note: We are still technically a for-profit company, so your contribution is not tax-deductible.) PayPal Acct: Feedback:

Donate to VoyForums (PayPal):

[ Login ] [ Contact Forum Admin ] [ Main index ] [ Post a new message ] [ Search | Check update time | Archives: [1], 2, 3, 4 ]

[ Next Thread | Previous Thread | Next Message | Previous Message ]

Date Posted: 13:40:56 07/29/03 Tue
Author: Érika Amâncio
Subject: Task 13

Functional Communication Activities – “students share and process information” (PAULINO, H.)
Adverbs of Sequence

I have found two options to teach this subject, and I must say that both of them were very well accepted by my students. In these activities, students are supposed to learn adverbs of sequence, such as firstly, then, after that, next and finally, in a communicative way. In both activities, they practice new vocabulary through speaking, writing and reading

Activity 1: The teacher starts talking to students about food, by asking questions like “What kind of food do you like?”, “What’s your favorite meal/dish?”, then “Do you know how to prepare it?” and, finally, “What can you prepare in the kitchen?”. At this part, the teacher gives students some time to ask each other (in pairs) such questions. After they are done, the teacher introduces the word recipe by showing them an easy recipe with all the adverbs of sequence they are to learn (I used to give them a recipe for barbecue). Students practice the vocabulary in an exercise of matching instructions and adverbs of sequence. Then, each pair gets together and they have to create a simple and nice recipe of something which can be prepared very fast, without being taken to the oven. After that, they exchange recipes and peer-edit them. The best recipe is chosen to be prepared in class, so that students and the teacher take the ingredients to class and make it. I’ve made fruit salad, passion fruit mousse and even “beijinho” with my students. They love it.

Activity 2: The teacher strikes up a conversation involving reading to introduce the word comics. After discussion, the teacher forms 2 groups and gives each of them a story from a comic book in pieces (it had better be a story without speech bubbles), so that they have to put them in order. The teacher tells them a story using the adverbs of sequence and asks students to write their stories using the adverbs and exchange information on their stories by peer-editing. The end of the activity is a surprise, because each group has to tell the other group’s story. The teacher may show each of them adverbs to guide the presentation in a piece of paper or even by saying them aloud. Ex: St. 1, start the story using firstly (after the student has given enough information, the teacher, without interrupting, says) Ok, St.2, then... and so on. As a wrap up, the teacher may ask each group to create their own story or may even put everybody together so that one students says a sentence and the other completes the idea with meaningful information, using the adverbs, until the last one. Such stories get very funny afterwards.

[ Next Thread | Previous Thread | Next Message | Previous Message ]

Replies:

[ Contact Forum Admin ]

Forum timezone: GMT-8
VF Version: 3.00b, ConfDB:
Before posting please read our privacy policy.
VoyForums(tm) is a Free Service from Voyager Info-Systems.
Copyright © 1998-2019 Voyager Info-Systems. All Rights Reserved.