||LAI 591 Final Project
|By: David Hughes
Application of Bibliography
Here follows a list of 9 activities to be used in creating a positive learning environment in an adult ESL classroom. They are in no specific order, although Activity 1 is excellent for the first day of class. The others activities may be chosen by the teacher (herein referred to as “T”) in whatever order is best for the particular class. I have chosen to present them in this order because I feel that they would best suit my current class in this order. The activities could be done within a few days or they could be done in one or two weeks, depending on the teacher.
ACTIVITY 1: How do I feel?
To relax students
To help students empathize with their classmates.
To help ss remember each other’s names.
1. Students go around and say the letter of their first name and then say their name.
2. T has students put in pairs according to the first letter of the student’s first name. This can be done according to alphabetical order or by same first letter.
3. In their pairs ss tell their partner how they are feeling. Ss should be told that they need to be 100% honest about how they are feeling.
4. Ss introduce their partner, saying his/her name and then tell the class how that person is feeling.
5. T mentions any similarities in the feelings of the group.
6. This is done at the beginning and at the end of class.
T asks students if they feel more relaxed now than when they first came into the class.
ACTIVITY 2: Find Someone Who...
Ss will learn more about their classmates.
Ss will work with a partner to complete a task.
Ss will practice asking questions and listening to the answers.
1. Ss are put in pairs.
2. Each pair is given the following :
Find someone who....
Likes watching old movies ____________________
Likes using computers _____________________
Is a photographer ___________________
Plays a musical instrument ____________________
Is a good cook _______________________
Likes to travel ____________________
Likes the color purple ___________________
Has more than 10 dollars with them ___________________
Doesn’t normally eat breakfast ___________________
Had met someone famous ___________________
Is a vegetarian ___________________
Always reads the newspaper ____________________
3. With their partner each ss pair chooses which 5 things they want to find out about their classmates from the sheet the have.
4. Ss pairs circulate and complete their forms.
T goes through the list with the class to see what answers the pairs came up with.
ACTIVITY 3: Teacher Information Jigsaw
Ss will increase their familiarity with their classmates by completing a task.
Ss will learn about their new teacher.
Ss will be introduced to “Jigsaw” activities.
1. T illicits from the class what things they like to know about people they meet for the first time. T writes these on the board.
2. After the class has contributed T checks to make sure that at least the following are included on the board: a) Hobbies b) likes c) dislikes d) favorites (movies, food, subject in school)
3. T tells Ss that they are going to interview T on these subjects. Do they have any other things they would like to know? Hmwk, expectations, etc... (This information may have been presented at the beginning of the course, but Ss may need or want clarification)
4. T divides the class into the appropriate number of groups (about 4-6).
5. As Groups form T writes another area on the board: Course.
6. T assigns each group a topic and tells them that they are going to interview T on that topic. T gives examples of the kinds of questions they must ask: Example: Hobbies: What are your hobbies? How often do you do X? Where did you learn about X? Why do you like X? Do you like X?
7. T clarifies any problems.
8. Groups are given 10 minutes to come up with about 5 questions to ask the T.
9. After T has signified that time is up the interviews begin.
10. At this point teacher should hand out another activity for the Ss to do while the T is with other groups. (This could be a survey to assess the students needs.)
11. T circulates and answers any Ss questions.
12. After all groups have interviewed T, Ss reform (jigsaw) into new groups. Each Ss should tell what their groups learned. (If time is limited, then each group member only relates the information from 2 questions).
T asks class if they have any more questions.
ACTIVITY 4: I think that [Ss name] likes [activity/hobby/thing] (2 parts)
To get ss thinking about their new classmates.
To help ss learn each other’s names.
To get ss to talk to each other about the things that they like.
This activity is in 2 parts which should be about 1 week apart.
1. Students receive a piece of paper with another classmate’s name on it. On the paper they have The sentence “I think that [other student’s name] likes ______________.”
2. T tell class that they are going to fill this out. T explains that they can use, foods, activities, hobbies, sports, seasons etc... T tells ss that there is no limit to what they can write down.
3. Ss go around the room and introduce themselves. This should be short. Ss name, country of origin. This will reacquaint the students with the person they are going to write about.
4. After ss introduce themselves ss take about 5 minutes to complete the activity.
5. Teacher collects each paper and puts it in an envelope for the next part of the activity.
1. Ss are divided in half, A and B.
2. Ss A sit with their assigned person and tell them what they thought they liked.
3. Ss B sit with their assigned person and tell them what they thought they liked.
T takes survey of how many people guessed correctly at what their partner liked.
ACTIVITY 5: Building Something.
Ss work with a partner to design something from Legos.
Ss develop understanding of each other.
To help foster cooperation among ss by completing a task with a group.
Small amount of Legos.
1. Students are placed in groups of 3.
2. Groups receive a small amount of legos.
3. With in the groups the ss must build something. It can be anything. T should give examples of what ss might build: buildings, vehicles, people, etc. Ideally T should bring in actual physical examples of things.
4. Ss told that they should choose 1 student to present the objects.
5. Ss are given 10 minutes to build their object. If groups are struggling to decide what to build T assigns objects or T offers suggestions.
6. Groups present their creations to the class. This should be done in the front of the whole class. After each group is done presenting their objects the objects should remain at the front of the class.
T asks class which creations were (a) closest to the real thing (b) least like the real thing (c) prettiest (d) funniest etc. T should make mental notes of characteristics of the creations to base this rating. Some of the above criteria may not apply to any of the creations.
ACTIVITY 6: Special Skills That I Have w/Outside-Inside Circle.
Ss will learn about the skills that their classmates have.
Ss will practice listening and speaking.
Ss will become more familiar with their classmates.
1. Ss write down on a piece of paper a special skill that they have.
2. T. collects these and reads them out. Class guesses who has that skill. If no one guesses correctly then that person calls it out.
3. T. distributes half the papers. The students form pairs based on whose paper they have.
4. T explains that they are going to have to relate the information they learn in the interview to other students, so they need to pay attention and remember what they other person says.
5. In pairs, Ss tell each other how they learned their special skill.
6. Ss are placed in an Inside-Outside circle. Pairs stand next to each other, in the same circle. This way they won’t be talking to the person they just interviewed.
7. T calls out so many steps in a specific direction. When they stop, Ss have to tell the person across from them what special skill their partner has and where they learned it.
T asks if Ss learned anything interesting about their classmates.
ACTIVITY 7: Qualities of a Good Student
Ss will think and talk about what the characteristics of a good student.
Ss will become more comfortable with each other.
1. Individually ss think of 5 qualities of good language learning students.
2. Students form pairs and from the list of ten qualities they have they choose the 5 best.
3. Student pairs then join with 1 other pair and choose the 5 best from both pairs.
4. Groups share their answers with the class and T writes common characteristics on the board.
T asks for the results of each group and writes these on the board. As a class, or in small groups, they rate the characteristics from most important to least important.
ACTIVITY 8: Country Comparisons.
Ss will practice speaking about countries
Ss will practice speaking about differences and making comparisons.
Ss will practice speaking about their personal views
Ss will practice using adjectives.
1. T illicits a list of countries from the students. He writes these in a vertical column on the left hand section of the board. Ideally these should be the countries of origin of the students.
2. Across the top of the board T writes: “Most expensive, Cheapest, Most Polite People, Most dangerous, Safest, Best for a vacation,” creating a chart.
3. Ss put into groups of 3,4 or 5 students.
4. T explains that the groups are to choose one country for each category.
5. After all the groups are finished on the black board, T notes down each group’s opinion in the boxes. T points out similarities in the groups’ opinions.
If time, T asks students why they made the choices they did. What sources of information did they use to make their choices?
ACTIVITY 9: My Favorite Words in English are...
To get ss moving around and interacting with their classmates.
To have students express personal feelings in a non-threatening way.
To improve class atmosphere.
To help develop an appreciation for English words.
To build vocabulary
To help create interest in word learning.
1. Alone, the students write down their three favorite English words on a piece of paper.
2. After all ss have finished they get out of their chairs and try to find another person who has some words that are similar on their paper. Ss should be told that the similarity they find can be any similarity.
3. When ss find someone with some type of similarity in their word list they sit down with that person.
4. T will have to pair up ss if they are unable to find a similarity with anyone.
5. Once all the ss are in pairs, they share their word list with their partner, explaining any words that their partner doesn’t know.
Each pair chooses one word to share with the class, explaining its meaning if necessary. The T should write new words on the board.
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