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Practical application (45-55), Grammar, Grammar activities focused on…
Practical application (45-55)
Mind maps are used to present very simple grammatical structures as well as more complicated ones
for more advanced students.
This way of learning takes
advantages of
similarities
, and underlines the differences between singular and plural.
After deleting some
words from the branches we get
a fill-in activity.
Students read the particular branch and
drill the
pronunciation
of full forms, contractions or the whole sentences.
In this manner
all the other grammatical structures
can be presented and practised.
The students reacted very
positively
on this kind of
presentation and picked up the rules very quickly.
This mind map activity seems to be appropriate
not only for visual types of students
but also for students with
well-developed intrapersonal
This mind map activity seems to be appropriate not only for visual
types of students but also for students with well-developed intrapersonal
intelligence as they speak about their own experiences; and it also appeals to the
interpersonal type of intelligence since it encourages students to share their
experiences and communicate with their peers.
The students seemed to be really
interested
in the activity; they were
focused
, and thus much more
accurate
in making the questions than when they do not concentrate sufficiently.
They teach working with key words, which is very useful, for instance, for giving presentation
They
teach working with key words, which is very useful, for instance, for giving
presentations.
They
teach working with key words, which is very useful, for instance, for giving
presentations.
We can discuss with students their
motivation
to learn English and
their preferences
, again with a use of a mind map.
Via mind maps collocations, sense relations and related words are illustrated very
clearly and elegantly.
It has been already demonstrated by several examples from English textbooks that using mind maps while practising or presenting vocabulary can be very
useful.
The teacher proposes
a topic
and the students come up with
their ideas.
Everything is written down on the board by the teacher. In comparison with traditional lists, mind maps add to this technique some
extended possibilities to practice.
In this technique new ideas and language are obtained from the
students.
The first advantage is that the students can
see the words throughout the lesson
and they can try
to incorporate them
into their speech.
The second advantage is that the mind map serves as
a tool for a revision
at the end of the lesson.
The teacher explained the meaning of the new words
and wrote them on the board
into a mind map
where they were kept until the end of the lesson.
This mind map can also be used for making
personal associations.
though mind maps are
considered to be rather visual tools they appear to be suitable for kinaesthetic
learners as well.
The second kinaesthetic activity
is based on the well-known game “Twister” and thus is called Mind map Twister.First of all, the teacher prepares the mat. Figure 1-13 illustrates a mind map twister mat focusing on vocabulary connected with food and drinks.Two students play against each other. This activity seems to be suitable not only for kinaesthetic types but also for auditory learners or learners with preferable musical intelligence, as they are
exposed to oral orders and they must react to them.
All the teacher needs is some space in the classroom and cards with vocabulary that the teacher wants to practise with the class.
The aim of the game
is to create “a human mind map”. Each student is given a card with a word and together they are supposed
to create the branches of the map.
Thus, not only do students practise collocations but they also learn the context the collocations might be used in.
All the teacher needs is some space in the
classroom and cards with vocabulary that the teacher wants to practise with the
class. The aim of the game is to create “a human mind map”.
Though mind maps are considered to be rather visual tools they appear to be suitable for kinaesthetic learners as well.
Grammar
Grammar activities focused on speaking skills
Vocabulary
Brainstorming
New vocabulary of the lesson
Activities focused on kinaesthetic learners
Activities focused on kinaesthetic learners