Download presentation
Presentation is loading. Please wait.
1
Brenda Can Osseo Adult Basic Education CanB@district279.org
4
“Effective communication encompasses a variety of individual skills, including body language, clear speech, eye contact and active listening.” http://www.ehow.com/about_5305266_effective -communication-activities.html
5
“Communication activities allow participants to focus on these skills and understand their impact on the effectiveness of communication.” http://www.ehow.com/about_5305266_effective -communication-activities.html
7
1. Students are reluctant to use English for spontaneous interactions in the classroom.
8
2. When students encounter any problems they tend to abandon their effort to communicate in English and they resort to either their native language or silence.
9
3. Students appeal to the teacher to provide them with the “correct” lexical item or structure.
10
4. Students protest that they “can’t say it.” Their reasons are usually along the lines of: “We haven’t learned it.”
11
4. Students protest that they “can’t say it.” Their reasons are usually along the lines of: “We haven’t learned it.” “I don’t remember the word.”
12
4. Students protest that they “can’t say it.” Their reasons are usually along the lines of: “We haven’t learned it.” “I don’t remember the word.” “I don’t know how to say it correctly.” Gabrielatos, C. (1993). Learning how to fish: Fostering fluency and independence. TESOL Greece Newsletter 38, 23-26.
14
1.Students don’t see the “need” to speak to other students.
15
2. Students feel they have nothing to say.
16
3. The more verbal students dominate the conversation.
17
4. Some students are not “speakers.”
19
1. They need the practice.
20
2. They need the time to speak in an informal setting without a teacher listening to every word.
21
3. They need a safe place to make mistakes and be able to ask questions.
22
4. They need to be able to speak English with people who do not speak their language.
23
5. They need to be able to make “small talk” in social situations.
24
6. They need to practice speaking, listening to others, taking turns, asking questions for clarification, and making eye contact with the others in the group.
25
7. It’s a time for students to think about how they relate to others and if it’s “American.”
27
Guided practice using communication activities:
28
Why?
29
Guided practice using communication activities: Why? Students are given something to talk about.
30
Guided practice using communication activities: Why? Students are given something to talk about. Students are given specific directions.
31
Guided practice using communication activities: Why? Students are given something to talk about. Students are given specific directions. The time frame can be large or small.
32
Guided practice using communication activities: Why? Students are given something to talk about. Students are given specific directions. The time frame can be large or small. Students have to work with other students.
33
Guided practice using communication activities: Why? Students are given something to talk about. Students are given specific directions. The time frame can be large or small. Students have to work with other students. Each student can have “a turn.”
34
Guided practice using communication activities: Resources:
35
Guided practice using communication activities: Resources: Board Games
36
Guided practice using communication activities: Resources: Board Games Conversation Questions
37
Guided practice using communication activities: Resources: Board Games Conversation Questions Find Someone Who
38
Guided practice using communication activities: Resources: Board Games Conversation Questions Find Someone Who One Question Survey
40
At the beginning of class
41
At the end Of Class
42
At the beginning of class At the end Of Class Need to mix classes
43
At the beginning of class At the end Of Class Need to mix classes Emergency lesson plans
44
At the beginning of class At the end Of Class Need to mix classes Emergency lesson plans Unexpected Volunteer
45
At the beginning of class At the end Of Class Need to mix classes Emergency lesson plans Unexpected Volunteer Small class size
48
The Set Up: Make your own boards
49
The Set Up: Materials Needed:
50
The Set Up: Materials Needed: 1. Box to hold things
51
The Set Up: Materials Needed: 1. Box to hold things 2. Dice (5-10)
52
The Set Up: Materials Needed: 1. Box to hold things 2. Dice (5-10) 3. Board pieces
53
The Set Up: Materials Needed: 1. Box to hold things 2. Dice (5-10) 3. Board pieces 4. Game boards
54
The Set Up: Materials Needed: 1. Box to hold things 2. Dice (5-10) 3. Board pieces 4. Game boards 5. Candy (for the free candy space)
56
Need cardstock
57
From the Internet: http://bogglesworldesl.com/esl_games.htm 29 premade games and game board templates
63
One person answers
64
Everyone answers the same question
65
One person answers Everyone answers the same question Everyone asks the player a question about their answer
67
Manufactured games
68
Just-A-Minute
69
Manufactured games Outburst/ Outburst Junior
70
Manufactured games Tribond
71
Manufactured games Mindtrap
73
Teacher reads questions to group at large
74
Make groups and each student takes a turn at reading the card
77
Printed sheets
78
Books: It’s Time to Talk!
79
Printed sheets Internet: Iteslj.org
80
Printed sheets Internet: Iteslj.org
81
Cards
82
Questions and Prompts (from boggleswordesl.com)
83
Questions and Prompts
86
One person answers
87
Everyone answers the question
88
One person answers Everyone answers the question Everyone asks the player a question
89
One person answers Everyone answers the question Everyone asks the player a question Talk for (one) minute on a question
90
One person answers Everyone answers the question Everyone asks the player a question Talk for (one) minute on a question In pairs, students alternate questions
93
http:bogglesworldesl.com/adultesl1.htm Find Someone Who Past Tense Hint: Did you...? Find someone who: drank coffee this morning. watched TV yesterday. grew up in the country. played soccer in the last week Find Someone Who
94
Shenanigames ◦ Find Someone Who ◦ Canned Bingo ◦ What Do We Have in Common?
96
Find someone who says “yes”
97
Find someone who says “no”
98
Find someone who says “yes” Find someone who says “no” 15 variations on Find Someone Who and mingling games http://edition.tefl.net/ideas/games/find- someone-who-mingling-games http://edition.tefl.net/ideas/games/find- someone-who-mingling-games Different Things to Do
99
1. I’m unique Students have to find out something that is true only of themselves in the class, e.g. an ability only they have (“can”). They go round asking the same question (e.g. “Have you eaten crocodile?”) until they have asked everyone. If at any time they find out that it is also true of someone else, they should quickly think of another thing and start again. Different Things to Do
102
What have you learned at this Summer Institute?
103
The Interactive Tutorial Basis for one question survey Survey questions ideas One Question Survey
105
After students find answers, they write full sentences about their answers.
106
Students report back to the class about other students’ answers.
107
After students find answers, they write full sentences about their answers. Students report back to the class about other students’ answers. Students report to a small group about other students’ answers
110
The main objective is to speak English– not finish the game/activity.
111
Making groups
112
The main objective is to speak English– not finish the game/activity. Making groups ◦ Try to mix up the languages
113
The main objective is to speak English– not finish the game/activity. Making groups ◦ Try to mix up the languages ◦ Try to mix up the levels
114
The main objective is to speak English– not finish the game/activity. Making groups ◦ Try to mix up the languages ◦ Try to mix up the levels ◦ Try to get different groups so they speak to a lot of different people
116
Thank you for your time
Similar presentations
