First Kiss ;) ;)
Busan Bus Tour
I took the photo anyways! lol
Sexy Sword Babe!
lol
Thanks for the great party!
Curry Day. That guy was cool.
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| Look at how hot we are! lol |
This is my favorite video. LOL.....it's true though!
Saturday, February 12, 2011
Happy Valentine's Day Babe
Thursday, October 15, 2009
4 Facts
This task is taken from Susan Boyd's "Ten Ways To Break The Ice!"
4 Facts - 4-6 people per team (10-15 minutes), Levels: high-beginner and up
Each person writes down 4 facts about themselves, 1 of which is a lie. Each person takes turns reading their list aloud and the rest of the team writes down the one they think is a lie. When all are done reading the lists aloud, the first person reads their list again and identifies the lie. The team sees how well they did.
This ice-breaker gets people to know one another very quickly and find things in common. Some of the truths and lies are so outrageous! This icebreaker can show how right or wrong our perceptions can be.
What follows is a detailed lesson plan for running this task:
INTRODUCTION
The teacher tells the students that he or she is going to provide them with 4 facts about him or herself.
Next, the teacher reveals to the students that one of the facts was actually a lie.
Ask the students what fact about yourself they think is actually a lie.
Now you can say something like, "Now it's your turn!"
GROUPING
Tell the students to get into groups of 4-6. (You can indicate with gestures as to which students go where.)
THE TASK
Once the students are grouped, tell the students to think of and write down 4 facts about themselves. Tell them something like, "One of the facts has to be a lie. Keep what fact is a lie a secret."
Give the students some time to write down their facts. Move around the groups to offer to give help and suggestions where needed and also to check if the students have completed this part of the task.
Next, instruct the groups to let one member at a time say their facts. After the student has spoken, the rest of the group members give their ideas as to what fact was actually a lie.
Move around the groups and monitor, making notes of any common language errors that are being made.
FEEDBACK
Once it appears that all the students have had a turn, address the class with, "Ok good work. Was there anything funny or interesting that you heard or learned from your classmates?"
The students will discuss and give feedback to the teacher and class.
WRAP UP OR LANGUAGE LESSON
At this point, you can end the task or take the opportunity to address a specific language error that came up during the task.
4 Facts - 4-6 people per team (10-15 minutes), Levels: high-beginner and up
Each person writes down 4 facts about themselves, 1 of which is a lie. Each person takes turns reading their list aloud and the rest of the team writes down the one they think is a lie. When all are done reading the lists aloud, the first person reads their list again and identifies the lie. The team sees how well they did.
This ice-breaker gets people to know one another very quickly and find things in common. Some of the truths and lies are so outrageous! This icebreaker can show how right or wrong our perceptions can be.
What follows is a detailed lesson plan for running this task:
INTRODUCTION
The teacher tells the students that he or she is going to provide them with 4 facts about him or herself.
Next, the teacher reveals to the students that one of the facts was actually a lie.
Ask the students what fact about yourself they think is actually a lie.
Now you can say something like, "Now it's your turn!"
GROUPING
Tell the students to get into groups of 4-6. (You can indicate with gestures as to which students go where.)
THE TASK
Once the students are grouped, tell the students to think of and write down 4 facts about themselves. Tell them something like, "One of the facts has to be a lie. Keep what fact is a lie a secret."
Give the students some time to write down their facts. Move around the groups to offer to give help and suggestions where needed and also to check if the students have completed this part of the task.
Next, instruct the groups to let one member at a time say their facts. After the student has spoken, the rest of the group members give their ideas as to what fact was actually a lie.
Move around the groups and monitor, making notes of any common language errors that are being made.
FEEDBACK
Once it appears that all the students have had a turn, address the class with, "Ok good work. Was there anything funny or interesting that you heard or learned from your classmates?"
The students will discuss and give feedback to the teacher and class.
WRAP UP OR LANGUAGE LESSON
At this point, you can end the task or take the opportunity to address a specific language error that came up during the task.
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