Effective Communication and Activities

Effective Communication and Activities
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Learn the skills to communicate effectively including body language, clear speech, eye contact, and active listening. Participate in communication activities to understand the impact of these skills on effective communication.

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1. Brenda Can Osseo Adult Basic Education CanB@district279.org

4. “Effective communication encompasses a variety of individual skills, including body language, clear speech, eye contact and active listening.”  http://www.ehow.com/about_5305266_effective -communication-activities.html

5. “Communication activities allow participants to focus on these skills and understand their impact on the effectiveness of communication.”  http://www.ehow.com/about_5305266_effective -communication-activities.html

7. 1. Students are reluctant to use English for spontaneous interactions in the classroom.

8. 2. When students encounter any problems they tend to abandon their effort to communicate in English and they resort to either their native language or silence.

9. 3. Students appeal to the teacher to provide them with the “correct” lexical item or structure.

10. 4. Students protest that they “can’t say it.” Their reasons are usually along the lines of: “We haven’t learned it.”

11. 4. Students protest that they “can’t say it.” Their reasons are usually along the lines of: “We haven’t learned it.” “I don’t remember the word.”

12. 4. Students protest that they “can’t say it.” Their reasons are usually along the lines of: “We haven’t learned it.” “I don’t remember the word.” “I don’t know how to say it correctly.”  Gabrielatos, C. (1993). Learning how to fish: Fostering fluency and independence. TESOL Greece Newsletter 38, 23-26.

14. 1.Students don’t see the “need” to speak to other students.

15. 2. Students feel they have nothing to say.

16. 3. The more verbal students dominate the conversation.

17. 4. Some students are not “speakers.”

19. 1. They need the practice.

20. 2. They need the time to speak in an informal setting without a teacher listening to every word.

21. 3. They need a safe place to make mistakes and be able to ask questions.

22. 4. They need to be able to speak English with people who do not speak their language.

23. 5. They need to be able to make “small talk” in social situations.

24. 6. They need to practice speaking, listening to others, taking turns, asking questions for clarification, and making eye contact with the others in the group.

25. 7. It’s a time for students to think about how they relate to others and if it’s “American.”

27. Guided practice using communication activities:

28. Guided practice using communication activities: Why?

29. Guided practice using communication activities: Why?  Students are given something to talk about.

30. Guided practice using communication activities: Why?  Students are given something to talk about.  Students are given specific directions.

31. Guided practice using communication activities: Why?  Students are given something to talk about.  Students are given specific directions.  The time frame can be large or small.

32. Guided practice using communication activities: Why?  Students are given something to talk about.  Students are given specific directions.  The time frame can be large or small.  Students have to work with other students.

33. Guided practice using communication activities: Why?  Students are given something to talk about.  Students are given specific directions.  The time frame can be large or small.  Students have to work with other students.  Each student can have “a turn.”

34. Guided practice using communication activities: Resources:

35. Guided practice using communication activities: Resources:  Board Games

36. Guided practice using communication activities: Resources:  Board Games  Conversation Questions

37. Guided practice using communication activities: Resources:  Board Games  Conversation Questions  Find Someone Who

38. Guided practice using communication activities: Resources:  Board Games  Conversation Questions  Find Someone Who  One Question Survey

40. At the beginning of class

41. At the beginning of class  At the end Of Class

42. At the beginning of class  At the end Of Class  Need to mix classes

43. At the beginning of class  At the end Of Class  Need to mix classes  Emergency lesson plans

44. At the beginning of class  At the end Of Class  Need to mix classes  Emergency lesson plans  Unexpected Volunteer

45. At the beginning of class  At the end Of Class  Need to mix classes  Emergency lesson plans  Unexpected Volunteer  Small class size

48. The Set Up:  Make your own boards

49. The Set Up:  Materials Needed:

50. The Set Up:  Materials Needed: 1. Box to hold things

51. The Set Up:  Materials Needed: 1. Box to hold things 2. Dice (5-10)

52. The Set Up:  Materials Needed: 1. Box to hold things 2. Dice (5-10) 3. Board pieces

53. The Set Up:  Materials Needed: 1. Box to hold things 2. Dice (5-10) 3. Board pieces 4. Game boards

54. The Set Up:  Materials Needed: 1. Box to hold things 2. Dice (5-10) 3. Board pieces 4. Game boards 5. Candy (for the free candy space)

56. Need cardstock

57. Need cardstock  From the Internet: http:// bogglesworldesl.com/esl_games.htm 29 premade games and game board templates

63. One person answers

64. One person answers  Everyone answers the same question

65. One person answers  Everyone answers the same question  Everyone asks the player a question about their answer

67. Manufactured games

68. Manufactured games  Just-A-Minute

69. Manufactured games  Outburst/ Outburst Junior

70. Manufactured games  Tribond

71. Manufactured games  Mindtrap

73. Teacher reads questions to group at large

74. Teacher reads questions to group at large  Make groups and each student takes a turn at reading the card

77. Printed sheets

78. Printed sheets  Books:  It’s Time to Talk!

79. Printed sheets  Internet:  Iteslj.org

80. Printed sheets  Internet:  Iteslj.org

81. Cards

82. Questions and Prompts (from boggleswordesl.com)

83. Questions and Prompts

84. Questions and Prompts

86. One person answers

87. One person answers  Everyone answers the question

88. One person answers  Everyone answers the question  Everyone asks the player a question

89. One person answers  Everyone answers the question  Everyone asks the player a question  Talk for (one) minute on a question

90. One person answers  Everyone answers the question  Everyone asks the player a question  Talk for (one) minute on a question  In pairs, students alternate questions

93. http:bogglesworldesl.com/adultesl1.htm Find Someone Who Past Tense Hint: Did you . . .? Find someone who: drank coffee this morning. watched TV yesterday. grew up in the country. played soccer in the last week Find Someone Who Find Someone Who

94. Shenanigames ◦ Find Someone Who ◦ Canned Bingo ◦ What Do We Have in Common?

96. Find someone who says “yes”

97. Find someone who says “yes”  Find someone who says “no”

98. Find someone who says “yes”  Find someone who says “no”  15 variations on Find Someone Who and mingling games http://edition.tefl.net/ideas/games/find- someone-who-mingling-games Different Things to Do Different Things to Do

99. 1. I’m unique Students have to find out something that is true only of themselves in the class, e.g. an ability only they have (“can”). They go round asking the same question (e.g. “Have you eaten crocodile?”) until they have asked everyone. If at any time they find out that it is also true of someone else, they should quickly think of another thing and start again. Different Things to Do Different Things to Do

102. What have you learned at this Summer Institute?

103. The Interactive Tutorial  Basis for one question survey  Survey questions ideas One Question Survey One Question Survey

105. After students find answers, they write full sentences about their answers.

106. After students find answers, they write full sentences about their answers.  Students report back to the class about other students’ answers.

107. After students find answers, they write full sentences about their answers.  Students report back to the class about other students’ answers.  Students report to a small group about other students’ answers

110. The main objective is to speak English– not finish the game/activity.

111. The main objective is to speak English– not finish the game/activity.  Making groups

112. The main objective is to speak English– not finish the game/activity.  Making groups ◦ Try to mix up the languages

113. The main objective is to speak English– not finish the game/activity.  Making groups ◦ Try to mix up the languages ◦ Try to mix up the levels

114. The main objective is to speak English– not finish the game/activity.  Making groups ◦ Try to mix up the languages ◦ Try to mix up the levels ◦ Try to get different groups so they speak to a lot of different people

116. Thank you for your time

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