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24 September 2015 In Blogs

He's been to Paris/He's gone to Paris. His command of English is limited.

(Think how you could demonstrate using visuals, the whiteboard and/or mime rather than explanation.)

I would make a youtube video clip and present it to the class on the interactive whiteboard. The youtube clip would consist of a short dialogue between. The students would only see my face, but hear my voice and that of my sister.

I would wear a t-shirt which states: “I love (a heart symbol) Paris” I would walk through the front door, saying “Hi Karla!” and carrying bags (demonstrating luggage). I would be out of breath and quickly walk to the sofa in the living room and relax. I would then take out a mug from my bag and put a tea-bag in it. I would hold the mug up and point to the label on the mug that states: “I love Paris”, and I would add “Mmmmm...” 

My sister, Karla, would run downstairs and say: “Hi Karlene! Where have you been?” I would say: “I've been to Paris”.

Karla would say: “Where is dad?”

I would say: “He's gone to Paris”. I would then show a picture of a man smiling in Paris, next to the Eiffel Tower.

I would then ask my sister to say and hold up an A3 sheet on which it would be written:

“Where have you been?”

I would then say and hold up an A3 sheet of paper on which it would be written: “I've been to Paris.”

Next, my sister would hold up a picture of the man standing next to the Eiffel Tower. She would then say: “Where's he gone?”

I would then say and hold up an A3 sheet of paper on which it would be written: “He's gone to Paris”.

After the clip, I would hold up a picture of the same man smiling at home. I would ask the students, “Where's he been?” I would wait patiently for the students to say: “He's been to Paris”. If the students did not provide the correct answer, I would point them to the sentence on the whiteboard which would state the question: “Where's he been?”, and then: “He's _________ to Paris”. I would ask 2-3 individual students: “Where's he been?” I would wait for the students to say: “He's been to Paris?”

I would then drill all the students as a group and then individually to say: “He's been to Paris”.

Next, I would draw a stick man on the whiteboard with an aeroplane above pointing towards the picture of the Eiffel Tower and the label 'Paris'.

I would ask the class to fill in the blank on their piece of paper: “W______ h________ g_______?” (“Where's he gone?”). I would then ask a few students for the answer (“He's gone to Paris”). I would then re-confirm the answer to the class by writing on the board: “Where's he gone?”

I would then show a picture of the gentleman smiling in his office and ask the students to fill in the blanks on their piece of paper: “He'__ b_____ to Paris”. (“He's been to Paris.”)

I would then ask individual students: E.g.

“Julia, where's he gone?” (Answer: “He's gone to Paris.”)

“John, where's he been?” (Answer: “He's been to Paris.”)

Throughout the lesson, I would verbally congratulate the students once they stated the correct answers. I would also congratulate every student for their effort. 

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You are here: Home Blog Displaying items by tag: chinese