CONNECT: COMPARE, MATCH, GROUP 2.5 Two pictures
Variation 3 Question stories based on a single word or phrase
1 Write a single noun or verb on the board. Tell the learners that they must make up a story based on the word.
2 Use the same question technique as above, for example:
Starting word: woman
What does this woman look like?
What is she doing?
Where is she?
What’s her problem?
etc.
Examples of starting phrases She’s crying.
It was very valuable.
The wind was blowing.
There was silence.
Notes
• This technique of storymaking can be used, and used profitably, at any level.
• It is better if you, as teacher, keep control of the collecting and retelling of the stories in order to keep the momentum of the drama going. However, students can be asked to retell the story, for example, the next day.
• The story can be retold or dramatised and recorded on audio or video tape. Simple audio effects make a vivid contribution to the drama of the story. It can be made into a written and illustrated book or put on the school website.
2.11 What can you do with it?
Family CREATE
Language Brainstorming possible uses of objects using can (positive) and could (tentative)
Preparation You will need a collection of objects (optional, see step 1).
Procedure
1 Reveal a small collection of objects to the learners or write a list of objects on the board, for example, a paper bag, a hammer, a pram, an empty tin can, a mirror, a table.
2 Ask the learners to imagine different things which could be done with the objects, for example:
Teacher: How can you use a paper bag?
Learner 1: You can put things in it.
Teacher: Yes, what else can you do with a paper bag?
Learner 2: You can light a fire with it.
Teacher: Yes. Anything else?
Learner 3: You can blow in it and then make a bang!
Teacher: Lovely! What else?
Learner 4: You could make it into a ball and throw it at someone to attract their attention!
Notes
• You might find it supports the learners if you write key phrases on the board:
You can … You could …
Or more extended sentence patterns:
You can/could make … with it.
• This game works best if you encourage fun and invention.
2.12 What would you take?
Family CREATE
Language Expressing condition using would Explaining reasons for choices
Procedure
1 Tell the students that they will be stranded on a desert island (or locked in prison, or isolated in a hospital room) for one full year, and may only bring five items with them.
2 Give the learners a few minutes to make their list.
3 Invite learners to discuss their list with a neighbour, then a neighbouring pair, being sure to give the reasons for their choices. For example,
Learner: If I was going to be stranded on a desert island, I would bring matches so I could start a fire for cooking and keeping warm.
You may wish to write the starter phrase (in bold above) on the board.
4 Open the discussion to the class as a whole.
Note
The element of discussion means that this is more than a focussed vocabulary game.
2.13 A sound poem
Family CREATE
Language Exploring stress, pitch, tenor, and rhythm of syllables in creative combinations of words for food
Procedure
1 Help the learners to brainstorm on the board all the words they know for food.
2 Say one of the words and revel in its sound as you might revel in its taste.
Emphasise or even exaggerate each sound in the words, for example soup – ssssoooop!
3 Ask Which is your favourite food? Encourage the learners to revel in the sounds of the words they choose.
4 Gradually help the learners to put some words or phrases together to make a ‘sound poem’. Ask one half of the class to say one phrase and the other half of the class to say another phrase. Help them to enjoy the rhythm, speed and sound of the syllables working together. Keep in mind that rhyming is not necessary.
Example of a very simple ‘sound poem’
Fish and chips (emphasising the crisp rhythm) Fish and chips
Soup (extending the ‘ou’ sound) Soup
5 Invite each learner to write a food poem supported by the words for food written on the board. Then ask them to try it out on other learners.
6 Finally, ask the learners to form groups, and make and perform a poem together for the rest of the class.
Sometimes we listen for the gist of what the other person is saying and sometimes we listen for a particular detail of information that interests us. Sometimes the speaker’s meanings are explicit, but at other times the meanings are implicit, and we must use our wits and imagination to catch the implications.
Responses to a text may be objective (for example, summarising the text or making an objective valuation of it) or may be subjective (for example, responding with personal ideas, feelings or associations).
When a learner’s response to a text entails speaking or writing, it may be difficult for us to judge if his or her inadequacies in speaking and writing also mean inadequacies in listening. Furthermore, learners might be able to focus better on listening if they are not required to make an oral or written
response. For these reasons we include games in this section that call for a non-verbal response, that is to say, ‘listen and do’. The ‘doing’ shows, in a fair and accurate way, the extent to which the learner has listened, and understood.