Our Study Method

_&First we complete units. In every unit at the last of the topics there we use a Language Reference section, and at the end of each unit there we use a Vocabulary review page listing key vocabulary from the unit. We use these to decide what language to put in the exercises. Like as(Here we share only one example):

_F Gap-fill

These are exercises where students write missing words in a sentence or paragraph.

1. My sister _____ in a factory.
2. I _____ bananas.
3. Ali and Ko Oo don’t _____ pork.

To make it easier and more controlled, give students clues, e.g.

                 (like, eat, work)

OR:

1.     My sister _____ in a factory. (work)

To make it harder, have gaps where there are a lot of choices:

1.       My sister ____ in a factory. She ____ like her job.

2.       She gets up at 5am every ____ and takes a ____ to the city.

3.       She ____ home at 9pm. She ____ always very tired. (This can focus on grammar and/or vocabulary.)

_F Matching

These are exercises where students match questions and answers or sentence halves.

1. Cows                                 don’t eat meat.
2. My parents                       doesn’t eat meat.
3. Ma Win                             don’t eat meat.

Or vocabulary with definitions.

1. Big                     liquid that makes motors work.
2. Petrol                 to cook in water.
3. Boil                    large

_F Order the sentence

This exercise gives practice with sentence structure.

1. Doesn’t bicycle Daw Lay a have.
2. Japanese speak don’t I?
3. Chickens bedroom the sleep in my.

_F Word snake

Prepare a list of words you want students to remember. Write them down without gaps or punctuation. Students have to find the words. Comfortable fry borrow packet attend slowly.

_F Substitution drill

Students practice using grammar structures. Write a sentence on the board using the target structure:

I don’t like swimming. Students repeat. Write a word on the board (or say it).

e.g. ‘dogs’. Students say the new sentence:

I don‛t like dogs

Continue providing new words, so students continue changing the sentence. You can change the target structure too:

Eat                            I don‛t eat dogs.
My mother              My mother doesn‛t eat dogs. 

_F Correct the sentence

Students identify mistakes, and write correct sentences. This can focus on a grammar point:

1. My father does a teacher.
2. I gets up at 6am.

Or vocabulary items:

1. Gold is very cheap.
2. My niece is an intelligent boy.

 
_F Answer the question

This can be highly controlled (few possible answers):

1. Do you speak English?
2. Do tigers live in the ocean?

Or low controlled (many possible answers).

1. Where do you live?
2. What do you eat for breakfast?

_F Write the question

Students write the question to answers supplied.

1. ______________? In Mandalay.
2. ______________? Yes, she does.

_F Complete the sentence

Students finish a sentence.

1. I want _______________.
2.My teacher doesn’t go ___________.

Or provide students with a list of words, and they write a sentences using them correctly.