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Date Posted: 15:01:37 07/30/03 Wed
Author: Flávia Pinheiro Bernardes
Subject: Re: Task 13
In reply to: Érika Amâncio 's message, "Task 13" on 13:40:56 07/29/03 Tue

Hi Érica, how are you?

I really liked your activity (number 1).
I think it´s fun and get students to communicate.

Flávia.


>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.

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Replies:

  • Re: Task 13 -- Vera Menezes, 19:21:45 07/30/03 Wed
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