“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
“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
1. Students are reluctant to use English for spontaneous interactions in the classroom.
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.
3. Students appeal to the teacher to provide them with the “correct” lexical item or structure.
4. Students protest that they “can’t say it.” Their reasons are usually along the lines of: “We haven’t learned it.”
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.”
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.
1.Students don’t see the “need” to speak to other students.
2. Students feel they have nothing to say.
3. The more verbal students dominate the conversation.
4. Some students are not “speakers.”
Reasons to Have Students Talk
Reasons to Have Students Talk 1. They need the practice.
Reasons to Have Students Talk 2. They need the time to speak in an
informal setting without a teacher listening to every word.
Reasons to Have Students Talk 3. They need a safe place to make mistakes
and be able to ask questions.
Reasons to Have Students Talk 4. They need to be able to speak English
with people who do not speak their language.
Reasons to Have Students Talk5. They need to be able to make “small talk”
in social situations.
Reasons to Have Students Talk6. They need to practice speaking, listening
to others, taking turns, asking questions for clarification, and making eye contact with the others in the group.
Reasons to Have Students Talk7. It’s a time for students to think about how
they relate to others and if it’s “American.”
Guided practice using communication activities:
Guided practice using communication activities:
Why?
Guided practice using communication activities:
Why? Students are given something to talk about.
Guided practice using communication activities:
Why? Students are given something to talk about. Students are given specific directions.
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.
The solution 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.
The solution 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.”
Guided practice using communication activities:
Resources:
Guided practice using communication activities:
Resources: Board Games
Guided practice using communication activities:
Resources: Board Games Conversation Questions
Guided practice using communication activities:
Resources: Board Games Conversation Questions Find Someone Who
Guided practice using communication activities:
Resources: Board Games Conversation Questions Find Someone Who One Question Survey
Ways to Use These Activities At the beginning of class
At the beginning of class At the end Of Class
At the beginning of class At the end Of Class Need to mix classes
At the beginning of class At the end Of Class Need to mix classes Emergency lesson plans
At the beginning of class At the end Of Class Need to mix classes Emergency lesson plans Unexpected Volunteer
Ways to Use These Activities At the beginning of class At the end Of Class Need to mix classes Emergency lesson plans Unexpected Volunteer Small class size
The Set Up: Make your own boards
The Set Up: Materials Needed:
The Set Up: Materials Needed:1. Box to hold things
The Set Up: Materials Needed:1. Box to hold things2. Dice (5-10)
The Set Up: Materials Needed:1. Box to hold things2. Dice (5-10)3. Board pieces
The Set Up: Materials Needed:1. Box to hold things2. Dice (5-10)3. Board pieces4. Game boards
Boards Games The Set Up:
Materials Needed:1. Box to hold things2. Dice (5-10)3. Board pieces4. Game boards5. Candy (for the free candy space)
Need cardstock
Need cardstock From the Internet:http://bogglesworldesl.com/esl_games.htm29 premade games and game board
templates
One person answers
One person answers Everyone answers the same question
One person answers Everyone answers the same question Everyone asks the player a question about
their answer
Manufactured games
Manufactured games
Just-A-Minute
Manufactured games
Outburst/ Outburst Junior
Manufactured games
Tribond
Manufactured games
Mindtrap
Different Things to Do Teacher reads questions to group at large
Different Things to Do Teacher reads questions to group at large Make groups and each student takes a turn
at reading the card
Printed sheets
Printed sheets
Books: It’s Time to Talk!
Printed sheets
Internet: Iteslj.org
Printed sheets
Internet: Iteslj.org
Cards
Questions and Prompts (from boggleswordesl.com)
Questions and Prompts
Questions and Prompts
Different Things to Do
Different Things to Do One person answers
Different Things to Do One person answers Everyone answers the question
Different Things to Do One person answers Everyone answers the question Everyone asks the player a question
One person answers Everyone answers the question Everyone asks the player a question Talk for (one) minute on a question
Different Things to Do 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
http:bogglesworldesl.com/adultesl1.htmFind 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 Shenanigames
◦ Find Someone Who◦ Canned Bingo◦ What Do We Have in Common?
Different Things to Do
Different Things to Do Find someone who says “yes”
Different Things to Do Find someone who says “yes” Find someone who says “no”
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
1. I’m uniqueStudents 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.
What have you learned at this Summer Institute?
The Interactive Tutorial
Basis for one question survey Survey questions ideas
Different Things to Do
After students find answers, they write full sentences about their answers.
Different Things to Do After students find answers, they write full
sentences about their answers. Students report back to the class about
other students’ answers.
Different Things to Do 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
The main objective is to speak English– not finish the game/activity.
The main objective is to speak English– not finish the game/activity.
Making groups
Some Rules of Thumb The main objective is to speak English– not
finish the game/activity. Making groups
◦ Try to mix up the languages
Some Rules of Thumb 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
Some Rules of Thumb 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
Thank you for your
time