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1. vision: sight (vision doesn't collocate with land)

2. barbecue: party (barbecue doesn't collocate with throw)

3. applause: a (standing) ovation (applause doesn't collocate with standing)

(Note that we need to add the indefinite article a, because ovation is a count noun whereas applause is not.)

Bottom of Form 1

Subject matter lessons Taking notes

V The learners are watching a recorded university lecture on acid rain.

They are taking notes and will write a summary of the content, using dictionaries (bilingual and monolingual as appropriate). Earlier the teacher had elicited from them some of the key words used in the lecture, their meaning and usage, and listed them on the board.
V Small groups of learners are trying to match some cut-out newspaper headlines with the relevant articles. The teacher is going round monitoring each group. Earlier they listened to, discussed and noted some news items on the radio which introduced some of the vocabulary they are encountering.
V Individual learners are scattered about outside the classroom asking people pre-prepared questions about their opinions on a new sports centre that is proposed in the area. They are talking in the interviewees' mother tongue, and will then report their findings to the rest of the class in English with the rest of the students taking notes on the matter they present.
V Half the class are reading about the early life of a writer they have chosen to study. The other half are reading about the same writer's later life. They make notes of what they had learnt about unknown part of writer’s life.In pairs they'll tell each other what they have found out and then they'll each write an obituary.
V In small groups, the learners are looking at examples of different types of text. Their aim is to identify what they are and note any differences in style, formality, length, print-size, comprehensibility, grammar patterns, etc. The examples include: a recipe, a newspaper article, computer instructions, diary entries, an extract from a novel, a letter to some English friends.

Conclusion

Each of the two methods has its own advantages and disadvantages and their aims are quite different, that’s why I included them both in this single work. Games help students to relax, entertain and encourage them and help to develop their communicative competence, while note-taking is a very serious work demanding an amount of concentration and developing and writing practice. Both of them are to be used in a write time and in a write place. For some students games are a bit unserious while the other part of students may find note-taking too fatiguing so the teacher must take into account all these points. All in all with all these spots to think over I find them necessary in teacher’s work. While some of the methods are let be omitted by the teacher (like silent way, synthetic or analytic (every teacher choose his own way to work with students)) the two of these in my opinion must be included in the learning process. They act like general concepts giving you a full lenth of technics to apply within one method. They don’t give strict directions of how to apply them but a wide space for creative work.

References

French Allen, V. 1983. Techniques in teaching vocabulary. Oxford: Oxford
University Press.
Gear, J. and R. Gear. 1988. Incongruous visuals for the EFL classroom.
English Teaching Forum, 26, 2. pp.43.
Vocabulary picture puzzle. English Teaching Forum, 23, 4, pp. 41-42.
Gulland, D. M. and D. Hinds-Howell. 1986. The penguin dictionary of English idioms. London: Penguin Books Ltd.
Haycraft, J. 1978. An introduction to English language teaching. Harlow:
Longman.
Hubbard, P., H. Jones, B. Thornton, and R. Wheeler. 1983. A training course for TEFL. Oxford: Oxford University Press.
Lee, W. R. 1979. Language teaching games and contests. Oxford: Oxford
University Press.
Rixon, S. 1981. How to use games in language teaching. London: Macmillan
Publishers Ltd.
Mario Rinvolucri and Paul Davis.1992. More grammar games. Cambridge
University Press.
Abbott, G., D. McKeating, J. Greenwood, and P. Wingard. 1981. The teaching of English as an international language. A practical guide. London:
Collins.
Raimes, A. 1983. Techniques in teaching writing. New York: Oxford
University Press.
Games, Games, Games ( a Woodcraft Folk handbook sold in Oxfam shops in UK)
Berer, Marge and Frank, Christine and Rinvolucri, Mario. Challenge to think. Oxford University Press, 1982.

Internet Key

http://search.atomz.com/ http://e.usia.gov/forum/vols/vol36/no1/p20.htm-games http://e.usia.gov/forum/vols/vol34/no2/p22.htm-note-taking

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This activity is particularly suitable for young learners

You can adapt this by preparing your own question sets for different interrogative structures

This activity also works well with: present perfect+yet, like doing, like having done, and modals

This activity can be adapted for use with all levels

This activity provides good skills practice in scan reading a dictionary

YOU CAN USE THIS IDEA TO PRACTICE A VARIETY OF DIFFERENT STRUCTURES-SEE

VARIATIONS BELLOW FOR SOME EXAMPLES

Mommy, where did I come from?

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