| When you make an ESL activity what are the vital | | | | speaking is the best training. Even if they may not |
| components? I was reflecting on this the other day, | | | | produce the language themselves, it becomes easier |
| and came up with a list of four for my activities. | | | | for them to hear it in a natural setting if they have |
| As I start to think about a new activity, I want to make | | | | used it themselves, so always include some chance |
| sure that it addresses the social interaction in the | | | | for the students to produce the target language. |
| classroom, since language is fundamentally a social | | | | I also want to ensure they have a chance to hear the |
| interaction. I have noticed that when students move | | | | target language again, and again. I had one student |
| about the room, they show a great sense of | | | | who heard some correct English and told me 'it |
| engagement in the lesson. I also see more smiles. For | | | | sounded strange and wrong'. After some listening |
| this reason, I include movement on my list of vital | | | | practice, that student felt much better about the |
| components in an activity. This is not to even mention | | | | language, and was more open to using it. Hearing it in a |
| the 'head fake' effect (students are concentrating on | | | | novel situation requires a high level of familiarity, which |
| something other than the main point, which allows a bit | | | | comes from listening to it again and again, preferably |
| of unconscious mastery training to take place), or the | | | | with some small changes each time. |
| greater amount of oxygen exchange in their lungs | | | | These are my four vital ingredients to an ESL activity. |
| simply because they are moving, so they can think | | | | One example here might be a good idea. |
| better. | | | | The target language is "What time do you ~?" Have |
| Next, I know that language learning takes a lot of | | | | the students stand in a circle and pass a ball around |
| memorization. I want to assist in that process, so I | | | | asking each other in turn, "What time do you A?", |
| want them to repeat the actions many times. | | | | where the A may be generated from flashcards, |
| Repetition is a vital component to a good activity as it | | | | previously made lists on a white board, or just out of |
| instills confidence (in the student in themselves, merely | | | | their heads if this is a review activity. This activity has |
| by repeating) and predictability into the activity (so | | | | another charm; it is simple. I find also that balls tend to |
| lower stress levels). Be careful not to overdo this one | | | | encourage people to speak faster, so push their |
| and have a boring activity drone on and on. Balance is | | | | envelopes without me saying anything. It is a good |
| important. | | | | activity for about 3 or 4 minutes. |
| Try to give your students lots of chance to speak in | | | | Have fun designing activities! |
| the activity. They are coming to learn a language, and | | | | |