Aim formulation

Materials for the article "Working with TA Grammar (Year 2). II"

I know 

I don't know

I doubt

My aim is

I have learnt

Would, ought, could

‘Must’ is used when I want to make a command.

‘can’ is used when I make a choice

‘should’ – it is better to do

‘have to’ if it is a circumstance

‘have to’ and ‘must’ – are differenet degrees. As well as ‘might’ and ‘can’

Function of modal verbs

Difference between the modal verbs

Why do we need them





# Alexander Sokol 2013-01-03 11:48
Have you asked them to illustrate the statements in the right column? I am just not sure that those people who said something like 'can is used when I make a choice' or 'must is used when I want to make a command' can use these statements as rules that help them.
I am asking as the function of this task is to get the learners to become aware of their problem areas. The question is how we ensure that it performs this function.
Another aspect is the difference between individual - whole class. As you were writing it on the board, you had to generalise for the whole class. What did you do if the problems existed only for some people in the class? Normally the work on Part 3 of the system of Creative Grammar tasks is individual to ensure that the problems are individual. When it's done as a whole class exercise, it's important to understand how individual problems are tackled.
# Renata Jonina 2013-01-03 19:07
Alexander, "to get the learners to become aware of their problem areas" is a great function. And the question how we ensure that it performs this function is my question as well. I don't know how. I was just trying to introduce aim formulation as such. I could not think of the quality since I was too much preoccupied with how to introduce it.
Yes, I asked them to illustrate statements in the right column and I didn't know how to deal with 'unhelpful rules' they came up with so I just accepted them as they were. This was the first time we did it. Now I start seeing that this is very crucial to make students see specific problems at this stage. But then it again requires clear procedures for the teacher - how to do it? I have no answer to this question.

I'd say the same about 'individual' and 'the whole class' problem. I was not concerned with the quality of achieving this function since i didn't have it in mind. My main point was to make students experience the system the way I see it at this stage of my understanding.

If one problem existed for one person and not for another one I just asked if anyone can help us to reply this question. If no one is able, then it becomes a problem of everyone.
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