Tag Archives: activities

Simple Technique ESL Students can use to Impress Their Academic Instructors

 

impressed instructor

(This posting includes a handout which you are welcome to use with your students.)

Imagine that you are mainstream instructor (e.g. Psychology, English Comp, Economic), and as students enter the classroom, some stop to talk to you.

First, Josh approaches you and says, “That article you told us to read was so boring.”

Later, Ryan mentions to you,  “I found some interesting information in that article you told us to read.”

Of course you want your students to give their honest opinion, but it’s only natural that you’ll probably have a better impression of Ryan than Josh.  That positive impression could even have a favorable outcome for him when you are assigning grades.

This post is about a writing technique that our ESL students can use in their mainstream (academic) classes which can make a positive impression on their instructors.

Most instructors in any field think that their subject area is very interesting. For example, psychology, history, economics, English lit and engineering instructors often think that their subjects are the most interesting and important ones in the world. Needless to say, they love to hear their students say that they also think their classes are fascinating. Thus, our students can use this insight to stand out in the minds of their instructors.  And it could affect their grade in a positive way.

In addition, it involves good critical thinking.

Here is how it works and a handout activity to practice it.

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Conversation Activity: Getting Students to Say More Than the Minimum

shy

(This posting includes a handout which you are welcome to use with your students.)

 We might think that the students who say little in a conversation are lazy or just quiet by nature.  That’s not necessarily the case.  Some students have told us that they are trying to be polite and let others talk.  Others just don’t know what to say, so they say the minimum.  And some just aren’t aware that they should speak more.

This activity is designed to help these types of students. It “gives permission” to the polite students to talk more.  It “requires” the lazy or quiet ones to contribute to the conversation.  And it “pushes” everyone to think of something, anything, to say.

The activity is call Responding with Details. In groups of three, students ask each other the supplied questions (in a Student A, B, C format).  Every time the members respond, they have to answer with “and, but, so, because or with two sentences.

Example

  1. Marit: Where was the best place you ever lived?
  2. Lucien: I like warm weather, so I really loved living in California. (Answered with “so”.)
  3. Marit: When did you live there?
  4. Lucien: When I was in high school.  We moved there when I was 16 and stayed for three years. (Answered with two sentences and “and.”)

Steps in the activity (and the handout)

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Stimulating Small-Group Discussion Activity 1: Which Is More Effective– I’m Calm or I’m Excited?

(This posting includes a handout which you are welcome to use with your students.)

Some reasons why students seemed stimulated by this discussion:

1) They were surprised that they were currently feeling different emotions on that day.
2) They seemed interested to hear about different ways they coped with stress.
3) They were surprised by the findings of the research in the article and how they could apply that to their future.
4) They enjoyed comparing experiences giving speeches or performing.

Here is the basis for this discussion: Researchers have found that when we are in a stressful situation, we will be better at handling it if we say to ourselves that we are excited rather than try to calm ourselves down.

This and future discussion activities include four parts:

1) A one-page article usually including a brief summary of a high-interest research study.
2) Ten true-false comprehension questions.
3) Pre-Discussion Exercise in which students read and think about several questions about their experience and opinions about the topic before discussing them in groups.
4) Small-group discussions of the article in which each student is given a paper with different content/personal experience questions in the form of Student A, B or C.
5) Optional writing reflection activity.

About Discussion Activity 1: Which Is More Effective–I’m Calm or I’m Excited? and the handout.

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Another Conversation Activity: Listen to Partner and Ask Questions to Complete Information-Gap Chart 

image schedule chart

(This posting includes a handout which you are welcome to use with your students.)

At first, this pair-work activity looks like it’s about getting students to talk a lot by filling information in a chart.  But that’s not the most important value of it.

Yes, students will talk a lot during this.  But by including a short pre-exercise, they will see how they should ask clarification questions when they need more information or if they didn’t understand.  Asking clarification questions is the strategy that they can use in future conversation situations in and outside the classroom.

In this activity, the students will be filling in information about a class schedule.  They’ll need to listen to their partners tell them the name of courses, days, times and room numbers.  They’ll have many chances to ask questions, especially if they don’t understand.

There are three steps in this activity:

  • Step 1: Brief work with a model showing how to do Step 2.
  • Step 2: Pair activity (Student A/ Student B)
  • Step 3:  Exercise to do if they finish before other pairs have finished.

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