Tag Archives: small-group activity

• Developing Paraphrasing Skills: Oral Paraphrasing Before Written.

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

A good paraphrase can demonstrate to the teacher that the student truly understood the source. And if it is clearly written in the student’s normal style and level of vocabulary, the teachers can feel reassured that the writer wasn’t plagiarizing.

Paraphrasing may be a new concept for many of our ESL student. However, we can help them understand how to do it in a way that will let them “experience” what a good paraphrase is through a very natural process.

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• Getting The Most Out of Information-Gap Chart Activities PART 2 (Vocabulary Reinforcement)

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

You can see my video discussing Part 1 & Part 2 here: VIDEO Getting The Most Out of ESL Information-Gap Activities: Six Recommendations

I have found these information-gap chart pair-activities to be a great go-to interactive activity when I’d like to review and reinforce vocabulary words and conversation strategies. And best of all, they are quite easy to make and customize.

In my previous posting, PART 1, I shared a chart in which the categories were:

Relationship         Personality         Birth Year

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See • Getting The Most Out of Information-Gap Chart Activities PART 1

I had made that one because I wanted to review vocabulary for relationships like cousin, nephew, niece, and aunt, and for personalities like serious, cool, and funny.  Later in the course after students had developed more vocabulary, I revised the chart to so that they could review:

Slide 1 less familiar

I’ve also made charts that included some of these categories:

Slide 2 categories

Here are two sites that have been helpful for the vocabulary in these categories:

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• Creating Positive Tension during Group Work

Cover tension in group work

 I’ve gained important perspectives from students over the years. The following insight was shared with me by a student after a group-work activity, and it altered how I organized groups.

Typically, during my first year of teaching ESL, when I wanted students to get with a partner or form groups of three or four, I instructed them to do that and let them choose whomever they wanted to work with. However, early in my second year, this happened.

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• IMPROVING Six Popular ESL Activities: Making Them More Than Just Talking PART 2

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In this Part 2 of IMPROVING Six Popular ESL Activities, I’ll discuss how three popular activities are traditionally used and ways that they can be made more stimulating and conducive to conversation-skills development. Here is the link to Part 1. How to IMPROVE Six Popular ESL Activities: Making Them More Than Just Talking PART 1

 Activity 4: Desert Island

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Desert Is 2 RE Rev shot

Desert Is 3 shot

RECOMMENDATION: It’s helpful to tell students a day or two in advance that they will be doing this activity so that they have time to think about the items that they would want to take in their cars.

Her is a link to a short video where you can see a demonstration of how this “better” activity works and more explanation about its many improvements over traditional Desert Island: A Better Way to do Desert Island

Activity 5: Ask a Partner Questions

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