Chào mừng quý vị đến với Hành trang cuộc sống - Lê Thị Phương Mai .
Quý vị chưa đăng nhập hoặc chưa đăng ký làm thành viên, vì vậy chưa thể tải được các tư liệu của Thư viện về máy tính của mình.
Nếu chưa đăng ký, hãy đăng ký thành viên tại đây hoặc xem phim hướng dẫn tại đây
Nếu đã đăng ký rồi, quý vị có thể đăng nhập ở ngay ô bên phải.
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Nguồn: Sưu tầm
Người gửi: Lê Thị Phương Mai (trang riêng)
Ngày gửi: 17h:06' 12-01-2010
Dung lượng: 24.5 KB
Số lượt tải: 6
Nguồn: Sưu tầm
Người gửi: Lê Thị Phương Mai (trang riêng)
Ngày gửi: 17h:06' 12-01-2010
Dung lượng: 24.5 KB
Số lượt tải: 6
Số lượt thích:
0 người
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Level: Any Level
Rationale: Students practise grammar and syntax.
Materials: None.
Levels: All levels, though better for more advanced students, because the game is more fun at a quick pace.
Method: One student begins a sentence by saying only one word. A second student must say a word which continues the sentence. A third must continue, and so on, until someone says a word that does not fit syntactically or grammatically. If the sentence comes to a logical end without error, the next student may say "period" and begin a new sentence with a new word.
The teacher may suggest a topic to get things started. What the students say may also be recorded and played back, so the class can discuss the error that stopped the sentence.
Example:
Teacher: The topic is `pets`. First student: "My . . ." Second student: ". . . dog" Third student: ". . . has . . ." Fourth student: ". . . spots . . ." Fifth student: ". . . brown . . ."
The sentence would stop here. The teacher would ask the students why, hoping someone explains that the adjective `brown` normally comes before and not after the noun `spots`.
Level: Any Level
Rationale: Students practise grammar and syntax.
Materials: None.
Levels: All levels, though better for more advanced students, because the game is more fun at a quick pace.
Method: One student begins a sentence by saying only one word. A second student must say a word which continues the sentence. A third must continue, and so on, until someone says a word that does not fit syntactically or grammatically. If the sentence comes to a logical end without error, the next student may say "period" and begin a new sentence with a new word.
The teacher may suggest a topic to get things started. What the students say may also be recorded and played back, so the class can discuss the error that stopped the sentence.
Example:
Teacher: The topic is `pets`. First student: "My . . ." Second student: ". . . dog" Third student: ". . . has . . ." Fourth student: ". . . spots . . ." Fifth student: ". . . brown . . ."
The sentence would stop here. The teacher would ask the students why, hoping someone explains that the adjective `brown` normally comes before and not after the noun `spots`.
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