He put them on the kitchen table. He ran back to the backer’s and bought a

third. He rushed in and put the third one on the kitchen table. The

question: Why? Solution: he had a speech defect and couldn’t say ‘th’.

Word order dictation

|Grammar: |Word order at sentence level |

| |The grammar you decide to input in this example: |

| |reflexive phrases, e.g. to myself/by myself/in myself |

|Level: |Intermediate |

|Time: |20-30 minutes |

|Materials|Jumbled extracts (for dictation) One copy of Extract |

|: |from Sarah’s letter per pair of students |

In class

1. Pair the students and ask one person in each pair to prepare to write on

a loose sheet of paper.

2. Dictate the first sentence from the Jumbled extracts. One person in each

pair takes it down.

3. Ask the pairs to rewrite the jumbled words into a meaningful sentence,

using all the words and putting in necessary punctuation.

4. Tell the pairs to pass their papers to the right. The pairs receiving

their neighbours’ sentences check out grammar and spelling, correcting

where necessary.

5. Dictate the second jumbled sentence.

6. Repeat steps 3 and 4.

7. When you’ve dictated all the sentences this way give out the original,

unjumbled Extract from Sarah’s letter and ask the students to compare

with the sentences they’ve got in front of them. They may sometimes have

created excellent, viable alternative sentences.

Jumbled extracts

1. Myself in absorbed more and more becoming am I find I

2. When mix I do other people me inside a confusion have I I find

3. David John and Nick as though I am me I do not feel when I walk through

the park with

4. Strange seems it and a role acting am I like feel I

5. Walk park myself talk aloud myself to I by the through I when

6. Completely feel content I

Extract from Sarah’s letter

I find I am becoming more and more absorbed in myself.

When I do mix with other people I find I have a confusion inside me.

When I walk through the park with David, John and Nick, I do not feel as

though I am me.

I feel like I am acting a role and it seems strange.

When I walk through the park by myself I talk aloud to myself.

I feel completely content.

Grammar lessons Taking notes

Passive voice

During the lecture ask the students to note cases when we use passive:

1. In more formal contexts than active sentences.

For example: Your attention is drawn to Paragraph 6. (But note that

using got, usually makes the sentence less formal, for example: We got

beaten.They got married.)

2. when the agent is not clear.

For example: Their office was burgled.

3. or not important

For example: This cake was made from carrots.

4. or obvious

For example: They were all arrested.

5. to give emphasis to the passive subject and add weight to the message.

For example: A state of emergency has been declared.

6. to make our message more impersonal.

For example, as in a letter saying: No police action will be taken.

Read the following newspaper article and ask the students to:

. note down the six verbs that are in the passive

. suggest a possible reason for the use of the passive in this article.

|ORCHESTRA'S SCHOOLS BOOST |

|Schools and community groups will be the winners if the |

|world famous Philharmonia comes to town. |

|Negotiations are still under way to make Bedford the |

|orchestra's first British residency outside London |

|beginning in 1995, it has been confirmed. |

|What is being talked about is a strong educational |

|emphasis on the deal, which would see members of the |

|orchestra travelling into the community doing workshops |

|with school and other local groups in the borough. School|

|children will be invited in to the Corn Exchange for |

|afternoon rehearsals of the main concerts to be staged. |

|Massive alterations to the Corn Exchange are being |

|planned in tandem so that the orchestra, which was formed|

|in 1945, and the audiences watching them, will enjoy |

|superior back and frontstage facilities including new |

|sloped seating going from the stage to the present |

|balcony and a new auditorium. |

Comment

1. The six verbs in the passive are:

1. it has been confirmed

2. What is being talked about

3. School children will be invited

4. the main concerts to be staged

5. Massive alterations to the Corn Exchange are being planned

6. which was formed.

(Notice that there are five different forms of the verb be in these

sentences.)

2. The reason for so much use of the passive here could be that the events

which have occurred and those which are planned are more important than the

people behind them. It is also an informative article in a newspaper so

that some formality is more appropriate than it would be in a friendly

letter or in conversation.

Context and meaning

Lecture We'll turn now from context and grammar to the importance of

context for meaning. One aspect of meaning is the extent of meaning that a

word has. Imagine you are asked the meaning of the word chair. What do you

say? 'It's something you sit on', perhaps.What we need to know are the

boundaries of its use. Can you say chair for what you sit on in a train? In

a car? When milking? On a bike? In church? Suddenly all sorts of judgements

have to be made about whether you are going to introduce related words like

bench, stool, pew, seat, armchair.

So a simple question about a simple object leads into questions about its

use, and also what it must look like. Must a chair have a back? Legs? Arms?

This is important because although you may be able to translate chair, its

full range of meaning will never overlap 100% with its equivalent in

another language.

Now close your eyes and think white. If that's all I say, you are likely to

think of the colour white, perhaps on a wall or a shirt or paper. But if I

say white wine, you'll think of a yellow colour, or white people, a pinkish

colour, or a white lie, no colour at all. Clearly then, the meaning of

words often depends on the context.

| |

|In what different contexts could the speaker encountere |

|these words? See if you can find at least two different |

|contexts for each. |

|wings right-winger |

|term rate |

|bar |

Comment

Some of the possible contexts for these words are:

wings: theatre, bird or car

right-winger: football or politics

term: language, school or maths

rate: currency exchange, tax on housing, or speed of increase/decrease

bar: law, music or drinking.

You have just been thinking about different areas of meaning for the same

word. Sometimes these different areas depend on shared cultural assumptions

and usage. An example of this is a British Rail poster advertising their

Family Railcard, depicting a jungle with some monkeys playing in the trees.

The text under this poster reads:

|Grown-ups get 25% off rail fares. Your |

|little monkeys go for only Ј1.00. |

|Don't drag your feet (or your knuckles). A|

|family Railcard only costs 20 for a year |

|swing by and pick up a leaflet from any |

|main British Rail Station. |

Note different meanings of the words used here and their sense.

Comment

You would first need to establish that the usual meaning of all the words

was understood and then explain that monkeys can be used to refer to

children in English, that it carries the idea of naughtiness but that it's

used affectionately. To explain knuckles, you would have to refer to (or

demonstrate) how monkeys move, using their knuckles, and explain that

knuckles is substituting for the word feet in the phrase 'drag your feet'.

You would need to take the same approach to 'swing by'. It might be wise to

point out that the use of this sort of language can change quite quickly

and could become unfashionable in, say, ten years' time.

| |

|2. AAn advertisement for Remy Martin Champagne Cognac uses|

|three sentences suggesting that the consumers of the |

|product are very special. I have changed one word in each |

|to produce unusual collocations. Identify the word and |

|replace it with a word that collocates better. Ask another|

|person and see if they agree with you. |

|HAVE YOU EVER CREWED A YACHT BEYOND THE VISION OF LAND? |

|HAVE YOU EVER THROWN A BARBECUE THAT FRIENDS STILL TALK |

|ABOUT? |

|HAVE YOU EVER RECEIVED STANDING APPLAUSE? |

Comment

2. You should have suggested:

1. vision: sight (vision doesn't collocate with land)

2. barbecue: party (barbecue doesn't collocate with throw)

3. applause: a (standing) ovation (applause doesn't collocate with

standing)

(Note that we need to add the indefinite article a, because ovation is a

count noun whereas applause is not.)

Bottom of Form 1

Subject matter lessons Taking notes

V The learners are watching a recorded university lecture on acid rain.

They are taking notes and will write a summary of the content, using

dictionaries (bilingual and monolingual as appropriate). Earlier the

teacher had elicited from them some of the key words used in the

lecture, their meaning and usage, and listed them on the board.

V Small groups of learners are trying to match some cut-out newspaper

headlines with the relevant articles. The teacher is going round

monitoring each group. Earlier they listened to, discussed and noted

some news items on the radio which introduced some of the vocabulary

they are encountering.

V Individual learners are scattered about outside the classroom asking

people pre-prepared questions about their opinions on a new sports

centre that is proposed in the area. They are talking in the

interviewees' mother tongue, and will then report their findings to the

rest of the class in English with the rest of the students taking notes

on the matter they present.

V Half the class are reading about the early life of a writer they have

chosen to study. The other half are reading about the same writer's

later life. They make notes of what they had learnt about unknown part

of writer’s life.In pairs they'll tell each other what they have found

out and then they'll each write an obituary.

V In small groups, the learners are looking at examples of different types

of text. Their aim is to identify what they are and note any differences

in style, formality, length, print-size, comprehensibility, grammar

patterns, etc. The examples include: a recipe, a newspaper article,

computer instructions, diary entries, an extract from a novel, a letter

to some English friends.

Conclusion

Each of the two methods has its own advantages and disadvantages and their

aims are quite different, that’s why I included them both in this single

work. Games help students to relax, entertain and encourage them and help

to develop their communicative competence, while note-taking is a very

serious work demanding an amount of concentration and developing and

writing practice. Both of them are to be used in a write time and in a

write place. For some students games are a bit unserious while the other

part of students may find note-taking too fatiguing so the teacher must

take into account all these points. All in all with all these spots to

think over I find them necessary in teacher’s work. While some of the

methods are let be omitted by the teacher (like silent way, synthetic or

analytic (every teacher choose his own way to work with students)) the two

of these in my opinion must be included in the learning process. They act

like general concepts giving you a full lenth of technics to apply within

one method. They don’t give strict directions of how to apply them but a

wide space for creative work.

References

French Allen, V. 1983. Techniques in teaching vocabulary. Oxford: Oxford

University Press.

Gear, J. and R. Gear. 1988. Incongruous visuals for the EFL classroom.

English Teaching Forum, 26, 2. pp.43.

Vocabulary picture puzzle. English Teaching Forum, 23, 4, pp. 41-42.

Gulland, D. M. and D. Hinds-Howell. 1986. The penguin dictionary of English

idioms. London: Penguin Books Ltd.

Haycraft, J. 1978. An introduction to English language teaching. Harlow:

Longman.

Hubbard, P., H. Jones, B. Thornton, and R. Wheeler. 1983. A training course

for TEFL. Oxford: Oxford University Press.

Lee, W. R. 1979. Language teaching games and contests. Oxford: Oxford

University Press.

Rixon, S. 1981. How to use games in language teaching. London: Macmillan

Publishers Ltd.

Mario Rinvolucri and Paul Davis.1992. More grammar games. Cambridge

University Press.

Abbott, G., D. McKeating, J. Greenwood, and P. Wingard. 1981. The teaching

of English as an international language. A practical guide. London:

Collins.

Raimes, A. 1983. Techniques in teaching writing. New York: Oxford

University Press.

Games, Games, Games ( a Woodcraft Folk handbook sold in Oxfam shops in UK)

Berer, Marge and Frank, Christine and Rinvolucri, Mario. Challenge to

think. Oxford University Press, 1982.

Internet Key

http://search.atomz.com/

http://e.usia.gov/forum/vols/vol36/no1/p20.htm-games

http://e.usia.gov/forum/vols/vol34/no2/p22.htm-note-taking

-----------------------

This activity is particularly suitable for young learners

You can adapt this by preparing your own question sets for different

interrogative structures

This activity also works well with: present perfect+yet, like doing, like

having done, and modals

This activity can be adapted for use with all levels

This activity provides good skills practice in scan reading a dictionary

YOU CAN USE THIS IDEA TO PRACTICE A VARIETY OF DIFFERENT STRUCTURES-SEE

VARIATIONS BELLOW FOR SOME EXAMPLES

Mommy, where did I come from?

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