Search results matching tags 'communication' and 'problem-solving activities'

918. Asking for help

Anonymous — Tue, 16 Oct 2012 09:29:00 GMT

One day teacher of English A said to teacher of English B, “One way of making the students communicate in the target language has to do with the functional methodology. The teacher has to provoke saying something in English, the target language.

The teacher describes in the first language a situation, a realistic one, where the student has to use English to communicate about what this latter one needs, or wishes, or demands, protests, shows gratitude, just says a statement, etc. For example, ‘María, ¿cómo expresarías en inglés la necesidad de que tienes que cambiar los pañales al bebé, en el aeropuerto?’, which is ‘María, how would you show the necessity you have to change your baby’s diaper?’. And the student could say, ‘Excuse me sir, where can I change my baby’s diaper?’

Like you see, I used translation: sometimes it is necessary and helpful, but use it not too much.” / Photo from: chagrinvalley times com. By Joan Demirjian us. police officer on duty

875. Solving problems as a class activity

Anonymous — Sat, 21 Jul 2012 08:00:00 GMT

One day teacher of English A said to teacher of English B, “Solving problems can be an activity that helps practice and play with the English language as a vehicle to do something else.

For example, some weeks ago both my students and I had got to decide what date we should finish the classes of a course. I’m referring to a course I’ve taught this year to adult learners whose end date could be discussed and fixed among all of us: between the end of May and the end of June.

To be honest we fixed the date partially in Spanish, our mother tongue. Still, I think this activity could be a good example of problem-solving activities. In our case: I let them know I was available until the end of June, and they could say their preferences, desires, doubts, problems to keep on attending the classes, another learner could say she might attend the course until the last Wednesday of June, and so on.

This activity is ideal for training learners for real situations they could encounter in their ordinary lives. By carrying out this activity repeatedly students become more and more autonomous and ready when they want to participate in further speaking activities.” / Photo from: horsebreedsinfo com. horseback riding

647. Communication in the class connects people

Anonymous — Mon, 20 Jun 2011 13:50:00 GMT

One day teacher of English A said to teacher of English B, “Look, one practical tip for your classes, concerning communication in English.

When you don’t know a word in English – you’re not a native speaker of this language, but really need to say that word, what to do? I try to explain the word, in English; I try to explain the meaning, because I want to carry on communicating in English and not translate into L1. So, I say the concept, the meaning, the notion of the word; maybe examples of the word whose concept I want to describe; also, if convenient, the use for, the material, shape, color, even by means of a drawing, by means of gestures.

This is also an activity you can make your students practice: they explain the meaning of a word they don’t know. I think this is sensible, because communication is held totally in English. I learned this technique from a colleague of ours. Give it a try, and let me know.” / Photo from: centrodenegociosretiro com

644. Using English for communication. More games

Anonymous — Thu, 16 Jun 2011 09:39:00 GMT

One day teacher of English B said to teacher of English A, “On post #259 I gave you a lot of activities and games that may help our students play with English, and construct sentences or texts in English.

With passing months and years I’ve invented more games/activities and as well learned from the reactions and ways of doing things by the students themselves.

On label ‘more games’ in this blog you can find some more. Now I offer some new games, briefly:

1. The teacher invents and tells a simple story, by speaking, with 3 or 4 words the students provide; young students are very imaginative.

2. One student says a sentence with one word he or she has learned lately in the classes.

3. Elicit and give terms related with computers and the Internet.

4. They say, by turns, words that include one letter, but which words don’t begin with that letter. You can write them on the board; students like to see filling with columns of words by themselves; it’s like a competition.

5. They, with your assistance, plan a trip or an excursion, by telling as many points as possible: where, date, means of transportation, scheduled plan, accomodation, visits, leadership, games, working on Internet maps and touristic leaflets and pictures, etc.

Thus they work with real language, and you all communicate in English. Don’t be too concerned with grammar accuracy – now the point is communication.” / Photo from: epotential education vic gov au

622. A beautiful landscape

Anonymous — Sat, 16 Apr 2011 08:36:00 GMT

One day teacher of English A said to teacher of English B, “Problem-solving tasks is a very useful activity to practice authentic speaking in English, and also to learn new vocabulary.

I’ve done this activity with my students a few times. It’s great, look. Once a task to carry out was about what to build and what not in a beautiful natural landscape.

A few students performed different roles: I think to remember one was a realtor, one an environmental scientist, one was a big wheel of certain company... It was a brief activity. They had to discuss on their opinions of what to build, like for example something to just raise money, or setting a leisure place, or a natural park, or something to create posts of work.

In that activity, I confess, I didn’t make the students prepare something to say beforehand, previous to the actual performing in front of their classmates. I had fun when hearing their things. Evidently you can set a more basic activity like just talking about the school to a newcomer family.

The teacher can help with hints, vocabulary they don’t know. I think this type of activity is useful to practice naturalistic speaking, at different levels of English.” / Photo from: A friend of mine took this picture in Val d’Aran, north of Spain, close to the Pyrenees. (He is O.M.C.).

527. A lab for thinking

Anonymous — Wed, 29 Dec 2010 10:15:00 GMT

One day teacher of English B said to teacher of English A, “Yes, you’re referring to metacognitive strategies. One example of activity to utilize this strategy. Look. In the class, your students, with your help, plan a written test of the unit you’ve just finished this week. Your students already know what your tests are like. Now they are the teacher and have to plan the exam. They propose the questions. This forces them to think about what thy have already studied. Maybe nobody decides to say the first question. Now it’s the moment you’ve got to intervene, by giving hints to them. For example, one grammar point you have studied is present perfect. I believe they shouldn’t say, ‘Write one sentence with present perfect.’ No. I’d rather say they ought to suggest a question which the examinee has to use present perfect to convey her message for; this way is kind of more naturalistic.” / Photo from: loseditorialesdesiempre blogspot com

520. Immersion, now!

Anonymous — Mon, 20 Dec 2010 09:08:00 GMT

One day teacher of English B said to teacher of Englsh A, “Immersion, yes. Let’s make our students relate, mentally link any of us with English, in the halls and offices of the school alike. Albeit both them and us are the same nationality, in our case, Spanish, this way of conducting may be useful. Try this conducting at the school, even when leaving the school after a regular day, and walking down the stairs, toward the school bus. Try this, Alonso, and let me know next week, right?” Photo from: underwater_mailbox coolthingsinrandomplaces com

493. Shhhh! They are working together

Anonymous — Sat, 13 Nov 2010 09:59:00 GMT

Here is a summary of points that may be considered when teaching a language, in my opinion. I have also taken them from my former blog. Any useful? I mixed some ideas of mine and some by scholars, like for example pedagogue Víctor García Hoz.

1. Learning a language should be a profoundly human process.
2. It serves communication among people.
3. The teacher can explain to his or her students the foundation of communication: Emissor-Message-Receiver. Give examples.
4. Learning a language is not only something technical, but human.
5. Communication offers a message which can enrich me and the other(s).
6. Communication helps to learn how to live with other people. We have to learn how to live with others, how to get to know the others.
7. In the classroom there should be real communication. It enriches us as humans.
8. Debates as well are interesting: the students give their opinions and learn to listen to others.
9. Learning grammar and vocabulary is an instrument to communicate. Drill-activities teach us the tools for communication.
10. Games need and create communication.
11. The teacher should help the students learn how to work well and neatly.
12. Should make them engage their minds, solve problems, think. Should include texts with substance: historical, biographies, ethical, philosophical, scientific, technological, etc., if those texts are in accordance with their parents’ ideas.

/ Photo from: oregonlive com

Sorry: I have been obliged to hide the list of followers, I’ll tell you why ;-)

474. He (she?) is building up communication

Anonymous — Sat, 23 Oct 2010 07:59:00 GMT

Here you have a post by a teacher, published on British Council – BBC’s website about teaching English. And an answer by me; I suppose one of the replies by other teachers.

Hi everybody! My name is Valeria. I'm a teacher of English from Argentina. I'm carrying out a research paper on How to evaluate speaking skill. Have you ever reflected upon this issue? What aspects do we have to take into account when evaluating speaking? How can we help our students develop those aspects? What do you think about this?

It would be a great pleasure for me to read your feedbacks and include them as part of the investigation.

Thanks in advanced.

Yours,

Valeria.

*************

Hello Valeria and everyone,

I think you have hit the target. I mean, speaking could be one of the most important skills for a reaserch, because speaking may be the most important or usual means of communication.

See it this way: if a student can speak in English, up to some point you can say that person manages communicating in that language. Evidently the skills of listening, reading and writing are as well of a paramount importance, and necessary. Anyway, roughly speaking, I usually think that that person manages English, because he or she can actually speak in English.

I've worked out a lot on speaking. My doctorate theme encomprises speaking.

Teaching English = (a too general view, I do know) helping and teaching students how to speak... and communicate by speaking.

I'd tell you the following things, if any useful to you.

First thing to take into account when evaluating speaking: the message the learner conveys in English, in other words, the communication which is held among two people. Don't get me wrong with what follows: "forget" about accuracy of grammar. That person is trying to tell you something, and you are trying to say something, trying that person would understand your ideas, your messages.

Honestly most of my class-time is devoted to speaking, to connect people through communication. The classes are entirely in English: the classroom is a special place, say, an environment where English is the only language among us. “I don't understand Spanish": it's a funny treat in which I act out as if I would not understand Spanish. And it's their business to solve the problem of communicating with me. Even I make faces because "I don't understand".

An anecdote: a few times my new students have asked me what country I'm from: and I'm Spanish like most of them. They are already in the classroom when I come in, waiting for me, for the teacher.

But if the students have close to no idea of English? I don't care. It's good for them to listen, massively, in English. And furthermore I use miming, eye-contact, the board, drawings, examples, cognate words, humour, fun. I can assure you they, admirably, little by little, with the big aid of grammar and vocab, they achieve even to utter full sentences, even to maintain conversations.

There is no room here to tell you more things. I stop here. I hope all this stuff would be helpful and give you some light for your research paper (and some help to other colleagues of ours, I'be be glad).

Sorry, I feel I've spoken too much about myself; anyway it's the nice experience I've had.

Best for your research paper.

Fernando M Díez

Teacher of English. Teacher trainer. - Granada

http://fernandoexperiences.blogspot.com

(September 6)

Photo from: nigeria aderinola wordpress com

472. That's challenging

Anonymous — Thu, 21 Oct 2010 06:35:00 GMT

One day teacher of English B said to teacher of English A, “Challenging activities. Your students like them. Yesterday a new activity came up to me. I was with my students in the classroom. Oh, I had forgotten to take a piece of chalk, a new one. I was on the point to up and go to take one. But then I thought otherwise: I should say to one student to go and fetch it. I explained to Marta where the chalk package was, in my office. I gave her my keys, and explained to her how to reach my office, in English. I spoke slowly, for her level is low, and also I made up kind of a map onto my desk with my hands and naming different parts and rooms of the school. She took her time to understand but showed eager to catch my instructions. She achieved the mission – Sláinte!” / Photo from: highschoolsports nj com