by ARIADNA » Tue Oct 24, 2017 6:35 pm
GAMES i LIKE TO USE FOR SPECIFIC LANGUAGE ITMES.
WHEN I FINISH TO SEE SIMPLE PAST I PLAY THE HOT POTATOE BUT INSIDE THE BALL I ADD SOME SHEETS WITH VERBS AND WHEN THE POTATOES STOPS STUDENT READ AND SAY THE VERB IN PAST AND WRITE O SAY A SENTENCE USING THE VERB IN PAST, THIS ACTIVITY LIKE ALOT TO MY STUDENTS.
HOW DO YOU TRY TO MAKE CONTROLLLED PRACTICE ACTIVITIES MORE COMMUNICATIVE AND MOTIVATING FOR YOUR LEARNERS?
i INTRODUCE THEM ACCORDING TO MY STUDENTS NEEDS AND WHAT I WANT THEY LEARN, WHE STUDENTS PERSONALIZED THE ACTIVITY WITH THERI LIVES THEY CAN LEARN BETTER.
GAMES i LIKE TO USE FOR SPECIFIC LANGUAGE ITMES.
WHEN I FINISH TO SEE SIMPLE PAST I PLAY THE HOT POTATOE BUT INSIDE THE BALL I ADD SOME SHEETS WITH VERBS AND WHEN THE POTATOES STOPS STUDENT READ AND SAY THE VERB IN PAST AND WRITE O SAY A SENTENCE USING THE VERB IN PAST, THIS ACTIVITY LIKE ALOT TO MY STUDENTS.
HOW DO YOU TRY TO MAKE CONTROLLLED PRACTICE ACTIVITIES MORE COMMUNICATIVE AND MOTIVATING FOR YOUR LEARNERS?
i INTRODUCE THEM ACCORDING TO MY STUDENTS NEEDS AND WHAT I WANT THEY LEARN, WHE STUDENTS PERSONALIZED THE ACTIVITY WITH THERI LIVES THEY CAN LEARN BETTER.
