A course of English as a Foreign Language is usually assumed to be based on a text book, possibly on a few units where the stress is on the listening and a few other units looking in details at grammar improvement.
However, what happens if the school lacks one of the above tools? Maybe the school does not provide some of those and the teacher is required to develop from scratch a method to teach a specific topic. How many times it has happened that, for example, the modern tool do not want to work? Developing an original source to teach English as a Foreign Language is not an easy task; it is challenging because it tests the power of flexibility.
Nevertheless, this is precisely the moment when a teacher can think “out of the box”. There are theoretically never-ending possibilities, as long as this is correctly presented and worked out.
Setting the classroom like a social laboratory
Let’s find out what has changed Fred? who is Fred
Ask students to walk around the classroom for 5 minutes trying to take notes of some details of the arrangements; then let them all waiting for 5 minutes outside while the teacher will change something. The teacher will take a note of what has changed. After this, let them in again and ask them to verify if and what has changed in the classroom. This will allow students to have a kinetic lesson and to understand the effects in particular in relation to the present. I can teach this by making them working, observing and tidying.
The teacher may want to split the class in two groups, A and B, and I will ask them to write down what Fred has changed. Group A and B will start walking and taking notes of things they see different. They will, then, sit down and each student will go to ...
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A kinetic lesson can be fun and provides intermediate students the opportunity to live and learn two important grammar tenses; because it has an impact on the present simple.
As for the originality of teaching method, I will be prepared to bring to the lesson the paper-crowns and, either, writing on the black board the essential instructions or simply instructing students verbally on both how grammar past tenses work and how to embody them and moving in the designated area of the classroom. Moving in the designated area will show their understanding of the functions.
Lastly preparing a class from scratch using creativity can be challenging if you have always relied on conventional course-works; it is yet essential when the school suddenly lacks the educational material or the same available material, or facilities, do not want to work (funny connections included).
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