Tag Archives: small-group activity

• Four-Part Series: Why, How And When to Teach ESL Integrated- and Discrete-Skills Courses. 

Revised Cover 4 parts shot

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

This posting expands on the discussion in the most visited posting on Common Sense Teaching ESL:   Integrated vs Discrete Skills ESL Courses: Advantages of Discrete Skills

In that posting, I explained the many advantages there are for both students and teachers when Conversation, Reading, Writing and Listening are taught in separate classes.

However, it may not be possible to teach them separately due to the structure of the ESL program. And on top of that, there is a situation in which integrating the skills around one subject or topic in one course has several important advantages for students.

YouTube To explore this more, I put together a four-part YouTube video series.

In PART 1, I discuss the best way to teach students in a LOW- or INTERMEDIATE-LEVEL class in which all four skills need to be taught in one class due to the program’s design. Here is the link to the videoTeach All ESL Skills in a Class But NOT Integrating Around a Topic-PART 1 Integrated/Discrete Skills

In PARTS 2, 3 & 4, I focus on ADVANCED-LEVEL classes. At this level, especially in Academic ESL programs, an integrated-skills course that revolves around a topic or subject area can best mirror the types of mainstream (non-ESL) college classes which student will be taking.

About PARTS 2, 3 and 4. (Including a link to two academic, integrated-ESL skills units for advanced levels which you can download for free to use with your students.)

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• Stimulating Small-Group Discussion Activity 8: Impulse Control: Don’t Look at Social Media while Studying

 

Cover read for discussion SHOT

(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 could relate to the two research studies about impulse control in the article.

2) They were interested to compare how they would have performed as subjects of the studies compared to their classmates.

3) They enjoyed sharing their experiences with controlling impulses and delaying gratifications in their everyday lives.

4) They were surprised by the effects the lack of impulse control can have on our lives and how it is affecting their classmates’ lives.

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

Here is the basis for this discussion: Researchers believe that a person’s ability to delay gratification can carry many advantages, including better scores in school, fewer behavior problems, and reduced chance to be overweight and being more successful in jobs.

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.

Bonus writing activity. Included in the handout is a final writing activity to give students practice with paraphrasing and writing a reflection.

About Discussion Activity Activity 8: Impulse Control: Don’t Look at Social Media while Studying

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• Expanding Students’ Conversation Opportunities with Small-Talk Techniques (Includes a Group Mixer Activity)

conversation listen respond

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

Imagine that you are at a party and standing next to either Curt of Mari. You try to start a conversation with him or her:

You:     How was your day?
Curt:    Fine.

You:     How was your day?
Mari:   Fine. I heard a really interesting story at work.

Which one will you be more motivated to continue to talk to: Curt of Mari?

Let’s say you are a student and arrive to your night class about 10 minutes early. You sit next to either Luis or Jay and decide to try to start a conversation.  

You:     How was your day?
Luis:    It was good. But I’m ready to start the weekend. I’ve got some great plans.

You:     How was your day?
Jay:      OK.

Which one seems like they will be more fun to have a conversation with: Luis or Jay?

Finally, imagine that you are sitting on an airplane.

You:                 Where are you flying to today?
Passenger 1:    Home.

You:                 Where are you flying to today?
Passenger 2:    I’m going to Vancouver. How about you?

Which passenger will be more likely to have a conversation with you? Passenger 1 or 2?

I’ve had many students like Curt (“Fine.”), Jay (“OK”) and Passenger 1 (Home) who tell me that they wish they could have more chances to practice their English beyond their ESL lessons.  Opportunities do arise when they are standing in lines, sitting in waiting rooms or at bus stops, in a cafeteria, at a club event or when they are in situations like those above, at a party, early to class, or as a passenger, etc. They just need the conversation technique to take advantage of these occasions. Mari, Luis and Passenger 2 all have it; it’s called using small talk.

A unit on developing small-talk skills (includes downloadable handout)

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• Stimulating Small-Group Discussion Activity 7: Very, Very, Very Smart Children vs. Creative Ones

Cover read for discussion SHOT

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

Some reasons why students seemed stimulated by this discussion:

1) Before reading this article, many just assumed that very smart children (prodigies) would become the most successful as adults.

2) They seemed interested to hear about prodigies that their classmates knew or that were in each other’s countries.

3) They were surprised by how important or unimportant approval by their parents was to their classmates.

4) They enjoyed comparing how creative they were and how much each of them was a conformist and/or non-conformist.

5) They liked to talk about their passions.

Here is the basis for this discussion: In his book, Originals, Adam Grant explains how many people believe that life would be easier and people would admire us if we were very, very smart. Actually, though, being creative improves people’s lives more.

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 own experiences about the topic.

4) Small-group discussions of the article in which each student is given a paper with different questions in the form of Student A, B or C.   

About Discussion Activity 7: Very, Very, Very Smart Children vs. Creative Ones (and the handout).

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