LISTENING TO A SONG
Firstly, students will be given a photocopy with the lyrics from a song.
These lyrics will contain some words that are missing and students will have to
complete them while listening to the recording. Before listening, the teacher
will make students read the lyrics and will welcome any doubt about vocabulary
or grammar.
After doing the first listening, students will be shown the video clip
of the song. Again they will have the chance to complete and check the missing
words from the lyrics.
Thirdly, the teacher will ask for the missing words and after doing
this, some volunteers will go to the front of the class and will think about
some words that appear in the lyrics. They will make some gestures and drawings
to represent these words so that the rest of the class can guess them.
With this activity we are dealing with multiple intelligences because
listening to a song benefits musical,
auditory and intrapersonal learners.
The fill in the gaps activity might be good for linguistic learners and watching the video clip might be
interesting for visual learners. With
the guessing game, interpersonal,
kinaesthetic and tactile learners
will feel at ease by representing and drawing the words that their classmates,
and most concretely logical learners,
will happily guess.
CHAIN GAME
In this activity students will be divided into groups of eight
containing two students of each learner style.
All groups will be given the same dialog which will have to be read by
two visual learners. While these
students read, two auditory learners
will have to listen carefully. When they finish, they will have to explain what
they heard to two tactile learners
who will need to make a comic about it. After that, tactile learners will have
to show their production to two kinaesthetic
learners who will perform the dialogue in front of the class.
With this activity both interpersonal
and intrapersonal learners will
be able to feel comfortable while learning English.
CHRISTMAS RESOLUTIONS:
In this activity students will be divided into groups of four.
In the first place, every student will be given a sheet of paper and
will have to draw one of their own Christmas resolutions. Then each learner
will fold his or her drawing and will give it to the student on his or her
right.
The student on the right will have to see the picture and make a
sentence interpreting the drawing of his or her classmate´s Christmas
resolution by using the structure: “I want to” or the “Future Going to”.
When he or she finishes, the sentence will be passed to the next student
sitting on the right. This student will open the sheet of paper and will read
the sentence and then he or she will have to make a second drawing about this
phrase.
This folded drawing will be given to the last student of the group and
he or she will write the last statement according to what he or she understands
from the picture.
After that, the person who started the game will read the sentence and
see the evolution of his or her Christmas resolution. The learner will
communicate the rest of the group if they were close to his or her idea or not.
With this game tactile, visual and linguistic learners will
benefit from making drawings, seeing their classmates’ pictures and reading
their statements. Logical learners
will feel pleased to deduce their classmates’ Christmas resolutions. Kinaesthetic and interpersonal learners
will enjoy the activity because they will be able to learn by playing and
interacting with their peers. Auditory
learners will look forward to listen to the final and right interpretation
of their colleagues’ Christmas resolutions. And finally, intrapersonal learners will also like this activity as they will
have to think about themselves, about the things they would like to accomplish
in the coming year.
