1 Working with Advanced Students AMAZING ANECDOTES– simple to prepare and recycle, adaptable to any classroom topic.  For Advanced Students  Uses students’ experiences  Speaking with a variety of sentence patterns  Active listening  Peer correction and clarification  Contrastive stress  Clauses – adverbial/relative/subordinate  Transitional adverbs (however, therefore)

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3 Working with Advanced Students AMAZING ANECDOTES– simple to prepare and recycle, adaptable to any classroom topic.  For Advanced Students  Uses students’ experiences  Speaking with a variety of sentence patterns  Active listening  Peer correction and clarification  Contrastive stress  Clauses – adverbial/relative/subordinate  Transitional adverbs (however, therefore)

“Tweaking” AMAZING ANECDOTES 4  Literacy students can read card after filling in the blanks with a more advanced student helping. I was ___. It was ___. I ate ___. I liked ___. They can smile and have eye contact when listening.  Low Beginners can fill in the blanks. I was ___. It was ___. I ate ___. I liked ___. First match verb with object; then just use only the objects listed on a card to tell anecdote. They can use listening phrases and nod head.  High Beginners can use a variety of simple past without filling in the blanks. They can identify main idea when listening.  Low Intermediates can express emotions about event with explanation. They can identify some details while listening and can retell/paraphrase the anecdote  High Intermediates can connect their discourse, respond to requests for clarification/elaboration. They can ask appropriate questions when listening.

Possible Textbooks to Consider 5