Posts
On one table I put the
magazines, on the other books and in the last one the newspapers and the cash
register. Then I explained to Ss the
activity. I brought them the flashcard with the things they had to buy and some
“money” (they already knew until 12, so I gave them $2, $5 and $10).
One of them would be
the seller and the others had to buy. They were used to say “Can I have…? So in
that way they bought, for example, “Can I have 2 newspaper and 1 book,
please?”. I was there, helping them to count and pushing them to talk, but they
were not shy.
I changed 5 times the
sellers until the bell rang and the activity was over.
I had thought that the
activity would be disorganized but they behaved very well, as the activity was
going on, they shifted places alone, I did not need to tell them several times
what to do. I really enjoyed it and Ss had fun.
I think that the
activity was truly communicative because Ss lived it naturally. Kids Come First
(2003, p.65) said that it is essential that the teacher use every available
resource to keep motivation high and keep Ss interested in participating in
class activities. I used colourful materials and the T and I played first to
captivate them with the activity. Some
of them were very active so I selected them to be buyers and sellers just to do
not feel bored.
