It is of course possible to segue into a longer, more
structured grammar explana on at this (or
any other) point if it feels appropriate. One way to work with the
grammar bit is to have
learners copy the gramma cal structure but change the context - either through pu ng an
example sentence on the board and having the
class suggest transforma ons, or asking learners
to create their own gramma cally similar sentences either individually or in pairs.
The last part of the class is the free conversa on stage. Give groups of learners a deck of
shuffled ques on cards placed face down on the table in front of them. You may choose to
pre-teach any vocabulary you think might
be unfamiliar at this point, or alterna vely let the
groups a empt to uncover meaning for themselves (or ask for your help).
Learners take it in turns to turn over the top card and ask their ques on to the other group
members. The ques ons should be asked to each member in turn in order to give everyone a
chance to speak but spontaneous group discussion shouldn’t be discouraged.
Be on hand to
take notes and help out where needed. Finally, when the conversa ons are dying out, or a er a
specified me limit, go over anything interes ng you heard during
the ac vity and ask groups
what other informa on they found out during their conversa ons. Further discussion may well
spring up again during this final stage.
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