(From pnge 1)
(linguistic/verbal intelligence) students as they are good at oral presentation. For this activity you rnight include wedding photos, which certainly tell a story from the beginning to the end, or a series of photos about growing up. A third activity makes use of free brochures like retail guides, locations of car dealers, and so on, which can be found in places where free public information services are provided. Cut the maps from any retail guide brochures you can find. These maps may show how to get to particular houses, apartments, condorninium complexes, businesses, hospitals, and doctor' s offices, for example. In pairs, students study the maps for a while. Then ask them to come up with written directions that match the map they have. (If the map doesn't have a "you are here" spot, add one to the map.) A twist to this activity rnight be to give the written directions and ask the leamers to draw a corresponding map. This activity works well with picture-smart (visual/spatial intelligence) students, who are good at finding their way and visualizing abstract information. You can use this a3 a warm-up before a lesson on directions.
, TESOl Academies
Conclusion. Materials in foreignlsecond language classroorns are central to effective language teaching. They are important tools that can create a special atmosphere. As language teachers, we should know how to tum simple objects into joyful teaching materials, using our imaginations and always keeping in mind that each of our students has their gifts to share and their way ofbeing smart. Oya Buyukynvus is a doctoral candidate in the Depnrtment 01 Foreign/Second Language Education at the Ohio Stnte Universi/y.
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Artesol Newsletter Summer 98
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