he grid on the board (or on a modified worksheet), fill in the squares with both parts of phrasal verbs. When a student selects a certain square, he/she must use the phrasal verb in a complete sentence which demonstrates understanding of the meaning. If the sentence is correct, the student puts his/her team's mark in that square.: Out do over fill upoff give up try onoff make up hang upstudent from Team X chooses "give up." The student then makes a sentence orally : I couldn't understand the assignment, so I gave up. The sentence must reflect the student's understanding of the meaning of the phrasal verb. A sentence such as I gave up or Don't give up is not acceptable. If a sentence is accepted as being correct, the student writes an X over the square. A student from Team Про then chooses a square and makes a meaningful sentence using that phrasal verb. Alternate turns until one team has three in a row or the game is a draw. learning activities are also motivating. These techniques have been found to increase the self-confidence of students, including weaker ones, because every participant in a cooperative task has an important role to play. Knowing that their team-mates are counting on them can increase students motivation. There are some examples of them which I have used in practice: - Outside Circle: 1: The students work in teams on certain material.2: The students form two big circles on the floor, one inside the other. If, for example, there are 6 teams of 4 students, 3 teams form the inner circle and the other 3 the outer circle. The inner circle looks outwards, the outer circle inwards. Each person in the inner circle has a partner in the outer circle. The students now exchange material or discuss with their partner.3: The students in the outer circle (or inner circle) move 4 persons to the right (or left), so that everyone is now facing a new partner. Material is exchanged with the new partner.outside circle is one of the most versatile structures. It appears under the categories Class building, Mastery and Information sharing. It is very good for getting the pupils/students to feel relaxed with each other in a new class, where one can, for example, use it to get them to talk about themselves in English. If so, Stage 1, of course, is removed and the rotation is one person at a time - as long as one wishes.
-Step Interview 1: Pair-work: student A interviews student B. 2: Partners switch roles 3: Team work: Round Robin: the students explain in what their partner said. p align="justify"> 3-step interview is categorised as an information-sharing structure. It can be used to process material in numerous ways. One example could be that the students interview each other about which of the two tales they have read they like the better and why, which person in a short story they find most appealing/realistic/interesting and why, et...
