Refine Brand Clear Beck & Hersey Boxfresh Brave Soul Crosshatch Gio Goi Henleys Jack & Jones Kickers K-Swiss Prince Puma Skechers Spiral Supra Under Armour Vans Voi Jeans Wrangler Colour Range Clear Black Blue Brown Burgundy Green Grey Multi Red Tan White UK Shoe size Clear 3 4 5 6 6.5 7 7.5 8 8.5 9 9.5 10 10.5 11 12 EU Shoe Size Clear 45 Sorry, we can't find any results that match your chosen filters Price - Low to High Price - High to Low Sign up for the latest fashion newsSold & shipped by HayneedleShipping optionsFree pickup not available from this seller$.$.1Add to CartShipping optionsFree pickup not available from this sellerAssembled dimensions: 38.63L x 12.63W x 63H inchesFunctions as elliptical or exercise bike13-inch stride length/16 resistance levels/20 programsIncludes workout DVD250-pound weight capacityManufacturer's warranty in Read more.... About this itemImportant Made in USA Origin Disclaimer:Get the body that you always wanted with the Body Champ BRM3671 Elliptical Dual Trainer with Seat.
The seat adjusts to fit different heights, letting you share the exercise machine with others, and the padded seat offers a level of comfort during your workout. It functions as both an exercise bike and an elliptical, giving you multiple ways to exercise. An included DVD features additional routines that you can do on the piece, and it has twenty different programs that let you work your way up to the more advanced levels. An included DVD features additional routines that you can do on the piece, and it has twenty different programs that let you work your way up to the more advanced levels. Body Champ BRM3671 Elliptical Dual Trainer with Seat Additional Information Vary your exercise regimen by choosing elliptical or exercise bike Patented 2-in-1 design enhances cardio health Features a programmable LCD console that allows you to set up to 20 programs Programs include workout programs, heart rate-driven programs, and user customizable programs Adjustable seat moves vertically or horizontally to accommodate all sizes of user Operates with motor-driven
, magnetic, adjustable resistance system Durable steel frame construction Some assembly required Manufacturer's warranty included: see complete details in the Product Guarantee area SpecificationsMaximum WeightTypeMaterialManufacturer Part NumberColorDimensionsModelFitness GoalBrandFeaturesAssembled Product WeightWhat is the distance measured in; miles, meters, something else?by It looks like you are not signed in. To proceed you will need to either sign in or create a new accountSign InWhat is the distance measured in; To proceed you will need to either sign in or create a new accountSign Indoes this product has reverse mode?by It looks like you are not signed in. To proceed you will need to either sign in or create a new accountSign InDoes it keep track of heart rate?by It looks like you are not signed in. /careplansSee detailsGet a warranty for it here.Gifting plansPricing policyOnline Price Match.Anna Turula, PhD. ELT has been a teacher and teacher trainer for 19 years. At present she is a trainer with the Department of English, University of Bielsko-Biala, Poland.
The LEGO LOGOS Project PHILOLEGO ACTIVITIES by second year students The Silent Way, devised by Caleb Gattegno, is one of the humanistic language teaching methods. It is based on the following assumptions: learning is facilitated when the learner discovers and creates rather than remembers and repeats what is to be learned; learning is facilitated by problem solving; learning is facilitated by accompanying physical objects (Richards and Rogers 1991: 99). What makes it particularly learner-centred is that the Silent Way sees education as creative discovery rather than a process limited one-way transfer of knowledge, with the teacher working in the expository mode and the learner – merely a listener. The very name of the method is motivated by the fact that that teacher – traditionally the most prominent classroom figure and the sole source of knowledge – is supposed to remain silent so that the learners can indulge in language-oriented problem solving and discovery activities.
Learning in such a form is carried out with the help of colourful manipulatives called Cuisenaire rods. While the Silent Way itself may not be among the most popular ELT methods of today, the Cuisenaire rods are a well-known and widely-appreciated teaching tool. As the present article has its own agenda, I will limit myself to pointing out that rod activities (to be found in abundance once you as much as simple google for them) are numerous, varied and can be used for any ELT activity from pronunciation through speaking to sophisticated grammar. Their popularity is by no means surprising. Every – even the most boring – exercise is easily spiced up if presented in a form that enables hands-on experience; matching activities from course books get a second life if cut up and given for pairwork. It is most probably because manipulatives cater to all learning styles: visual learners like to see (in both senses of the word) how language works; auditory learners are satisfied, because the activity is usually accompanied by peer-to-peer language reflection during which they can listen to what other people say;
kinesthetic learners, in turn, rejoice at the (rare, alas!) opportunity to be – physically and linguistically – on the move. That is why Cuisenaire rods do the trick, and their colour and their truly humanistic aesthetics (they are simply pleasant to touch ) only add to the pleasure of learning-oriented object manipulation. However, the important point is that you can take the idea of colourful manipulatives beyond rods. And the present article intends to do so. One of the world’s best known sets of colourful manipulatives are the Lego® System sets. Lego is a Danish word for “have good fun”, which comes as no surprise to those who have had a chance to play with the colourful blocks. And what is important here is that the word “good” describing the fun you have should be understood as “conducive to learning”. Such a play-and-learn combination was the underlying assumption for the LEGO LOGOS project implemented in Poland. LEGO LOGOS, authored by Jarosław Marek Spychała, is an educational undertaking started as part of the philosophy course at Mikołaj Kopernik University in Toruń, subsequently extended and adapted for younger (than university) learners.
As a point of departure, the participants of the project read classical philosophical texts (e.g.: Plato, Aristotle, Cicero, Marcus Aurelius) and later build Lego constructions illustrating their understanding of the studied work. The ultimate goal of the project is to inspire a creative attitude to text, promote discovery learning and teach reading with understanding. What is also special about the activities is that they are open-ended, very much unlike most tasks in traditional schooling, where there is only one answer – the one sanctioned by the teacher. An additional element – and another asset of the undertaking – is the fact, that LEGO LOGOS activities for children are carried out in international groups, which promotes intercultural understanding and develops foreign language skills. As for some detailed solutions, a typical LEGO LOGOS session will consist of two parts: Stage 1 – reading and building: each student is seated at a separate table with the copy of the text to be read, and a Lego set containing the tray and any number of blocks the students needs;
the text is read, both in private and aloud, and any questions the students have are answered in the teacher-whole group interaction mode; when reading is finished, students represent the text in a Lego construction. Stage 2 – interpreting and discussion: students form a group which moves from table to table looking at and commenting on individual constructions; each author, present at the interpretation, is supposed to remain silent throughout it and is allowed to join in the discussion that follows; as the group progresses from table to table, the discussions get more and more lively when certain differences between constructions – and, consequently, text interpretations – can be spotted. The LEGO LOGOS project was where the inspiration for revisiting the Silent Way came from. The urge to embark on the educational journey was motivated by the colourful manipulatives used in both methods as well as all the philosophy they share: their learner-centredness, flexibility, minimal role of the teacher, ample room for student creativity and discovery learning.
I introduced the Silent Way to my students – second years; teacher training programme – showed them Cuisenaire rods per se as well as their potential and then I pour several thousand colourful Lego blocks – my three teenage kids’ long-forgotten delight – onto one big table the students circled. I asked my students to think of ways in which the blocks can be used in language teaching. And I remained silent for the following 60 minutes. Students prepare LEGO scenes which are supposed to illustrate sentences following the past continuous/past simple schema (“sth. was happening when sth. Then students go around the classroom producing sentences that go with the scenes. The host group correct/provide feedback. The teacher (or students in groups) build structures-within-structures (it is decided how many levels there are to each model) hiding objects inside. Afterwards students (students from other groups) are supposed to guess what is inside using phrases like There may/must/can’t be … inside ….
Blocks of different colour stand for different grammatical categories. Students, in small groups, prepare groups of elements (figures) illustrating a conditional sentence (for example a king, a horse and a coin illustrate a sentence: If the king had a horse he could find the hidden treasure). When a number of such three-element sets are ready, students swap them and try to reconstruct the conditional sentences of another group on the basis of their sets. The teacher gives students polysyllabic words and reads them out. Students select long blocks with an appropriate number of studs and put another block – the stress block – in the correct place. The teacher says a word and students – in groups – are supposed to find the thing (figure, shape, colour) and hide it. Later students retrieve hidden elements and name them. Students in groups build situations using a number of different figures. They are supposed to check words they don’t know. When the situation is ready, the students are supposed to tell the story.
Students are asked to "construct" their dream place or a place they would like to visit. Then, they name all of the elements of their construction- vocabulary exercise. Then they have to write a description of their dream place. Treasure Island (by Partycja Bijok, Ewelina Stolarczyk and Ewa Prochot) is a similar proposal. Students work in groups on 3-4. They build their scenes. When they are ready, the teacher arranges for a scene exchange. The groups are supposed to describe the scene they get from their peers. As a follow-up, groups compare stories. Students create chain stories by adding one word each. Each word is represented by a block. Every time a new word/block is added, the performing student has to retell the whole story touching appropriate blocks as (s)he says each word. Instructions are similar to those of the traditional hangman game. In the LEGO game the teacher builds a structure instead of drawing the scaffold. The teacher instructs students how to write an essay, diagramming all necessary parts (introduction, body, conclusion) by means of trays and blocks.