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1. Challenge Cards (Run-on Sentences)
1. Challenge Cards (Run-on Sentences)
1.1 Design
1.1 Design
There are a lot of factors that make sentences into a run-on sentence. Therefore, I selected three main factors for the students to learn: tense mistakes, preposition errors and statement fragments. I made these three factors into six challenge cards so students could practice correcting each type of error two times.
1.2 How to do
1.2 How to do
Students are divided into six groups; each group will have a challenge card. Students have five minutes to read, correct the errors and write down the answer sheet. Then, each group exchanges their cards with another group. After 30 minutes, each group will be exposed to all the challenge cards. At last, the teacher will be
2. Peer Interview (Question Tag)
2. Peer Interview (Question Tag)
2.1 Design:
2.1 Design:
Since the question tag is mainly used in conversation, I made this activity a form of interview. Students fill in the blanks to complete a question tag. There are ten questions to test question tags in various tenses. Then, I gave them autonomy to construct their two questions. Students can refer to the questions in front and structure their last two questions. At last, they have 15 minutes to use their ready-made question tags to interview their classmates.
2.2 How to do:
2.2 How to do:
Students fill in the blanks to complete the questions tag and check their answers. With the modelling in front, student form their questions. When everyone is ready, students interview their classmates within 15 minutes to collect as many signatures as possible. Although the class might be a bit noisy, it is worth trying since students can simultaneously practice question tags and their oral skills with their peers.
3. Group Mindmap
3. Group Mindmap
3.1 Design
3.1 Design
Contraction is easy, so it is a good topic for the students to learn by themselves. I gave students different verbs and let them choose one to research in groups. Then, they need to guess the contraction form of each verb and think of how they combine with pronouns. At the end, they will present to other groups on their findings.
2.2 How to do:
2.2 How to do:
Students will have the reference from the study guidebook and check the possible way to change the verb into a short form. Before the presentation, the teacher will check. After approval, they will share their finding to classmates and stick on the class contraction paper.
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