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Adjectives: more than a name. Adjectives: describing celebrities
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Adjectives: MORE THAN A NAME
An icebreaker with a focus on adjectives. This game is great for getting the pupils to remember each other's names at the start of the semester or academic year. The rule of the game is too simple: Make a circle of your pupils. The first person introduces himself and uses an adjective that begins with the same letter as his name to describe himself. “My name is Marat and I am messy. ” The second person in the circle repeats the name and adjective of the person before her and then ads her own. “This is messy Marat. I am Kamila, and I am kind. ” The third person in the circle starts with “This is messy Marat, kind Kamila... ” and then ads his own information. Players take turns going around the circle before they reach the first person, who is responsible for naming and describing everyone in the class.
Adjectives: DESCRIBING CELEBRITIES
The aim is for your pupils to identify a well-known figure in as much detail as possible. Assign pupils to groups of two and ask them to pick two famous people and come up with as many descriptive adjectives as possible to identify them. Give examples of hair color, physical build, eye color, and so on, but emphasize that this is about appearance rather than personality. Once you've finished, repeat the process with descriptive adjectives about your personality, career, and nationality. They are only permitted to use adjectives; dictionaries can be used if appropriate. When they have a minimum of ten adjectives, they can team up with another pair and try to guess each other's celebrity based on the descriptive adjectives.
For teaching Conditionals: Looking-writing or picture based activities include:
1. Pictures-controlled writing
2. Enumerating-free writing
3. Describing-controlled writing
Use pictures or slides to help pupils figure out what something means. Show a photo of a boy with a broken leg and ask them to write about it “If I broke my leg I would…”.
In enumerating Pupils are given some pictures to put in the correct order on their tablets or smartphones. The pupils must then compose a story based on the images.
Describing is also used to enhance pupils’ vocabulary. Teachers show a few related images and say something to identify one of them. Pupils describe the image in writing. The pupils then read it aloud, and the rest of the class guesses what image it is.
Re-writing activities are as follows:
1. Rewriting-controlled writing
2. Running dictation-controlled writing
3. Essay-free writing
Pupils are given short stories to read in rewriting, and after reading, they are given the same story with words removed. Pupils may use the words from the story to fill in the blanks, or they can create their own versions of the story.
Running dictation is one of the famous, interesting and noisy exercises. Due to the large number of participants, pupils are split into many classes. The number of different texts prepared by the teacher equals the number of groups. Each group's pupils must elect a chief, secretary, and timekeeper. The teacher shreds the texts, mixes them together, and pins them to the blackboard or the wall. Each student must go to the board and find their piece of writing, then proceed to the secretarial office. Finally, the secretary could read the text that they were given. Each student must be evaluated by the leaders. The task of the time manager is to keep track of time. Other technical methods can also be used in this exercise; for example, the instructor can break text into many sections and combine them using special programs; pupils must place the parts in the correct order and dictate one by one. It improves their speaking abilities as well and also teaches pupils the right form of texts and paragraphs.
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While essays are typically used with intermediate, upper intermediate, and advanced level pupils, writing topics may be used with pupils at lower levels. Pupils are given a text to read and are then asked to compose an essay or subject in which they express their thoughts on the text. Audiobooks can also be used in this activity to help pupils improve their listening skills.
Since the school head forbade flipped instruction, I was only able to use it once during my practice. In addition, I used the direct form, the grammar translation method, and the complete physical answer method.
Finding a suitable approach is the most critical aspect of teaching. Both grades are regarded as the highest in the sixth grade. Pupils' abilities were established, but in order to determine pupils' writing abilities, additional research was conducted. I asked pupils to write a topic on a theme “My favorite season”.
Pupils were told that their assignments would not be assessed in order for them to feel secure and unafraid. When pupils feel limited, they turn to the Internet for information, use Google translation, and copy from their peers. The grades were not entered into their school diaries to prevent this.
Although this class was estimated to be one of the best classes among 6th grades, the writing skills were shockingly poor. Three of the eleven pupils received a score of “0” out of ten. “4” is the highest point. Three pupils who received a " 0" wrote nothing.
Types of Writing Activities that were used in my class were (according to their level):
-Descriptions (home, family members and friends, your job, a place etc. );
-Short biography of self, family member or famous person;
-emails to a friends etc.
According to Richards and Rodgers (2001), there are four basic stages to teaching writing. Planning, drafting, revising, and editing are the steps involved. Various learning activities that can promote the learning of basic writing skills are recommended for each level.
Since it acts like a wheel, the structure of the steps cannot be differentiated. Each stage of the writing process will work in tandem to assist pupils in composing the text.
Since flipped learning was used in the middle of the observation, it was obvious that it had little impact on the final outcomes of the pupils' writing assignments.
Since the grammar emphasis was on the use of Future simple, the flipped learning aim was for pupils to understand future simple. As a home assignment, pupils received a PowerPoint presentation with an explanation of Future easy and some assignments, as well as a YouTube video.
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The next day, pupils were asked if they understood what Future Simple is, and the results were as follows: -63, 6% -all was transparent and understandable; -18, 2% -there were some points to clarify; -18, 2% -30% of the knowledge was not understandable.
During flipped learning classes, pupils focused solely on practice. Pupils were able to ask questions and practice Future Simple during the entire class. Exercising techniques used:
1. Story rewriting-free writing
2. Song rewriting-controlled writing
3. Listening (fill the blank)
4. Advertising-free writing
A questionnaire was taken at the end of the lecture. The pupils had to rate the statements on a scale of one to five:
1-strongly disagree;
2-disagree;
3-neutral;
4-agree;
5-strongly agree.
Statements were:
1. The use of flipped learning proved to be successful.
2. I can use Future Simple Tense with ease.
3. I'd like to see flipped learning lessons implemented.
4. Internet technologies were effectively used.
5. Flipped learning will help me develop my writing skills.
Learners were very active and attended English lessons with great interest after getting some lessons using different games that increased their interest in the subject. It was much easier to teach English grammar than before. When expressing their opinions using various grammar constructs, my pupils attempted to construct their own sentences. After all, they wanted to improve their English skills for personal reasons. They were curious as to what they would learn in the next class. Different exercises and role-playing games were used. Pupils began to express their ideas and thoughts freely in English.
After analyzing the data gathered during the experiment, we came to the conclusion that pupils' vocabulary knowledge on the subject is not adequately established, and that not all pupils in the experimental community are able to apply their knowledge in practice.
In general, the use of the Communicative Language learning approach, as well as flipped learning and Total Physical Response practices in the 6th grade contributed to the growth of constructive skills, imaginative abilities, and independence of pupils, taught children to prepare and conduct their activities using regularly executed acts, and absorbed information and improved lexical unit understanding by using them in realistic tasks.
The active and enthusiastic engagement of children in speaking activities has had a huge impact on the learning process' communicative orientation. The children were given a visual outcome and were able to apply what they had learned in class to real-life communication situations.
The study yielded material, which was analyzed and concluded that Communicative Language learning methods, Total Physical Response, and flipped learning build productive skills in learners, thus motivating them to learn English. The design approach aids in the development of engaging and important learning environments for pupils.
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