ce breakers can be an effective way of starting a training session or team
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ce Breakers can be an effective way of starting a training session or team-building event. Asinteractive and often fun sessions run before the main proceedings, they help people get to knoweach other and buy into the purpose of the event.If an ice breaker session is well-designed and well-facilitated, it can really help get things off to agreat start. By getting to know each other, getting to know the facilitators and learning about theobjectives of the event, people can become more engaged in the proceedings and so contributemore effectively towards a successful outcome.
But have you ever been to an event when the ice breaker session went badly? Just as a great icebreaker session can smooth the way for a great event, so a bad ice breaker session can be a recipefor disaster. A bad ice breaker session is at best simply a waste of time, or worse anembarrassment for everyone involved.As a facilitator, the secret of a successful icebreaking session is to keep it simple: Design thesession with specific objectives in mind and make sure the session is appropriate and comfortablefor everyone involved.
This article helps you think through the objectives of your ice breaker session, and then suggestsvarious types of ice breaker you might use. As a facilitator, make sure your ice breakers areremembered for the right reasons as a great start to a great event!
When to Use IcebreakersAs the name suggests, an ice breaker session is designed to "break the ice" at an event ormeeting. The technique is often used when people who do not usually work together, or may not
know each other at all, meet for a specific, common purpose.Consider using an ice breaker when: Participants come from different backgrounds.
People need to bond quickly so as to work towards a common goal.
Your team is newly formed.
The topics you are discussing are new or unfamiliar to many people involved.
As facilitator you need to get to know participants and have them know you better.
So What's the "Ice"?When designing your ice breaker, think about the "ice" that needs to be broken.If you are bringing together like-minded people, the "ice" may simply reflect the fact that peoplehave not yet met.If you are bringing together people of different grades and levels in your organization for an open
discussion, the "ice" may come from the difference in status between participants.If you are bringing together people of different backgrounds, cultures and outlooks for work withinyour community, then the "ice" may come from people's perceptions of each other.
You'll need to handle these differences sensitively. Only focus on what's important to your event.(Remember, you want to break some ice for your event, not uncover the whole iceberg, or bringabout world peace!)And as you move on to design and facilitate the event, it's always best to focus on similarities(rather than differences), such as a shared interest in the event's outcome.
Designing Your IcebreakerThe key to a successful ice breaker is to make sure the ice breaker is specifically focused onmeeting your objectives and appropriate to the group of people involved.Once you have established what the "ice" is, the next step is to clarify the specific objectives foryour ice breaker session.For example, when meeting to solve problems at work, the ice breaker objectives may be:
"To establish a productive working environment for today's event with good participation fromeveryone involved, irrespective of their level or job role in the organization."With clear objectives, you can start to design the session. Ask yourself questions about how youwill meet your objectives. For example: "How will people become comfortable with contributing?
"How will you establish a level playing field for people with different levels and jobs?
"How will you create a common sense of purpose?"
These questions can be used as a check list once you have designed the ice breaker session:"Will this ice breaker session help people feel comfortable. establish a level playing field. etc"As a further check, you should also ask yourself how each person is likely to react to the session.Will participants feel comfortable? Will they feel the session is appropriate and worthwhile?
Example Ice BreakersThere are many types of ice breakers, each suited to different types of objectives. Here we look ata few of the more popular types of ice breakers and how they can be used.Introductory Ice Breakers
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Introductory ice breakers are used to introduce participants to each other and to facilitateconversation amongst the participants.The Little Known Fact: Ask participants to share their name, department or role in theorganization, length of service, and one little known fact about themselves.
This "little known fact" becomes a humanizing element that can help break down differences suchas grade / status in future interaction.True or False: Ask your participants to introduce themselves and make three or four statements
about themselves, one of which is false. Now get the rest of the group to vote on which fact isfalse.As well as getting to know each other as individuals, this ice breaker helps to start interactionwithin the group.Interviews: Ask participants to get into twos. Each person then interviews his or her partner for aset time while paired up. When the group reconvenes, each person introduces their interviewee tothe rest of the group.Problem Solvers: Ask participants to work in small groups. Create a simple problem scenario forthem to work on in a short time. Once the group have analyzed the problem and prepared theirfeedback, ask each group in turn to present their analysis and solutions to the wider group.
Tip:Choose a fairly simple scenario that everyone can contribute to. The idea is not to solve a real
problem but to "warm up" the group for further interaction or problem solving later in the event.The group will also learn each other's styles of problem-solving and interaction.
Team-Building Ice BreakersTeam-building ice breakers are used to bring together individuals who are in the early stages ofteam building. This can help the people start working together more cohesively towards sharedgoals or plans.The Human Web: This ice breaker focuses on how people in the group inter-relate and depend oneach other.
The facilitator begins with a ball of yarn. Keeping one end, pass the ball to one of the participants,and the person to introduce him- or her-self and their role in the organization. Once this person hasmade their introduction, ask him or her to pass the ball of yarn on to another person in the group.
The person handing over the ball must describe how he/she relates (or expects to relate) to theother person. The process continues until everyone is introduced.
To emphasis the interdependencies amongst the team, the facilitator then pulls on the startingthread and everyone's hand should move.Ball Challenge: This exercise creates a simple, timed challenge for the team to help focus onshared goals, and also encourages people to include other people.
The facilitator arranges the group in a circle and asks each person to throw the ball across thecircle, first announcing his or her own name, and then announcing the name of the person to whomthey are throwing the ball (the first few times, each person throws the ball to someone whosename they already know.) When every person in the group has thrown the ball at least once, it'stime to set the challenge to pass the ball around all group members as quickly as possible. Timethe process, then ask the group to beat that timing. As the challenge progresses, the team willimprove their process, for example by standing closer together. And so the group will learn to workas a team.Hope, Fears and Expectations: Best done when participants already have a good understanding
of their challenge as a team. Group people into 2s or 3s, and ask people to discuss theirexpectations for the event or work ahead, then what they fears and their hopes. Gather the group'sresponse by collating 3-4 hopes, fears and expectation from pairing or threesome.
Topic exploration ice breakersTopic exploration ice breakers can be used to explore the topic at the outset, or perhaps to changepace and re-energize people during the even.Word association: This ice breaker helps people explore the breadth of the area underdiscussion. Generate a list of words related to the topic of your event or training. For example, in ahealth and safety workshop, ask participants what words or phrases come to mind relating to"hazardous materials". Participants may suggest: 'danger,' 'corrosive,' 'flammable,' 'warning,' 'skulland crossbones,' etc. Write all suggestions on the board, perhaps clustering by theme. You can usethis opportunity to introduce essential terms and discuss the scope (what's in and what's out) ofyour training or event.Burning questions: This ice breaker gives each person the opportunity to ask key questions theyhope to cover in the event or training. Again you can use this opportunity to discuss key
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terminology and scope. Be sure to keep the questions and refer back to them as the eventprogresses and concludes.Brainstorm:Brainstorming can be used as an ice breaker or re-energizer during an event. Ifpeople are getting bogged down in the detail during problem solving, for example, you can changepace easily by running a quick-fire brainstorming session. If you are looking for answers tocustomer service problems, try brainstorming how to create problems rather than solve them. Thiscan help people think creatively again and gives the group a boost when energy levels are
flagging.You can learn 600 similar skills elsewhere on this site. Click here to see our full toolkit. If you likeour approach, you can subscribe to our free newsletter, orbecome a member for just US$1.
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40
Ice Breakers
and other Warm-ups
Free from Training-Games.com
This collection of Ice Breakers was compiled from various sources. All of thesewere anonymous or had
multiple claims of authorship. Some were created by the staff of TrainingGames, Inc. In any case, they
are all provided free with no claims of authorship.
For Our Customers
Training Games, Inc. has assembled this small list of Ice Breakers as a courtesyto our customers. Our
hope is that you will also consider one of our Ice Breaker games available on oursite. These are
inexpensive and a whole lot of fun to play at your next meeting adding
participants names and a level of
complexity to create involvement.Three Questions Game
Everyone in the group writes down 3 provoking questions they would like toask others in the group. Not
the normal whats you name type questions but something like, "Where is themost interesting place you
have ever traveled" or "Name a topic you feel absolutely passionate about".
Give them time to mingle, and to ask three different people in the group one oftheir three questions.
Get back together and have each person stand and give their name. As theysay their name, ask the
group to tell what they know about this person.
The Pocket/Purse Game
Everyone selects one (optionally two) items from their pocket or purse that has
some personal significance
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to them. They introduce themselves and do a show and tell for the selected itemand why it is important to
them.
The Talent ShowEveryone selects one talent or special gift that they possess and candemonstrate for the group. They
introduce themselves, explain what their special talent is, and then performtheir special talent for the
group.
Toilet Paper Game
Pass around a roll of toilet paper to the group and ask them to take what theyneed. No further
explanation.
When done. Tell the group that as they go around the room, each person musttell a fact or something
about themselves for each square of TP they took.
Birthday Game
Have the group stand and line up in a straight line.
After they are in line, tell them to re-arrange the line so that they are in line bytheir birthday. January 1 on
one end and December 31 at the other end. The catch is that they must do allthis without talking or writing
anything down.
Map Game
Hang a large map of the world. Give everyone a pushpin. As they enter, theypin the location of their birth
on the map.
Paper Airplane Game
Everyone makes a paper airplane and writes their name, something they likeand dislike on it (You may
also want to add additional questions). On cue, everyone throws their airplane
around the room. If you find
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an airplane, pick it and keep throwing it for 1-2 minutes. At the end of that time,everyone must have one
paper airplane. This is the person they must find and introduce to the group.
The Shoe GameWhen entering, everyone must take off one shoe and leave it in a pile at thedoor. They keep the other
shoe on. After everyone is in. The host will distribute the shoes to people notwearing the same shoe.
When instructed, everyone must find the mix and find the person who belongs tothe shoe and get some
info about them. They then introduce their new friend to the group.
The Artist Game
Give everyone a piece of paper and a pencil. In 5 minutes theymust draw apicture that conveys who they
are with out writing any words or numbers. At the end of 5 minutes the hostcollects the pictures. Show the
pictures to the group one at a time and have them try to guess who drew it.After this allow each of the
artists to introduce themselves and explain how their work clearly conveys whothey are.Three in Common Game
Break the group into 3s. Their objective is for each group to find 3 things theyhave in common. But not
normal things like age, sex or hair color. It must be three uncommon things.After letting the groups
converse for 10 - 15 minutes, they (as a group) must tell the rest of the groupsthe 3 things they have in
common.
Dream Vacation Game
Ask participants to introduce themselves and describe details of the ideal,perfect dream vacation.
Polaroid Game
As participants arrive, take their picture with a Polaroid type camera. Hand out
the pictures to the group
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with each participant getting a picture of another member of the group. Givethem 15 minutes to find and
talk to the people matching their picture. When the group reassembles, haveeach member introduce their
new picture pal to the group and talk about what they learned about them.
Favorite T-Shirt Game
Ask attendees to bring (not wear) their favorite T-shirt to the meeting. Once allparticipants have arrived,
ask each person to show the shirt to the group and explain how the T-shirt bestresembles their personality.
Famous People/Cities Game
As each participant arrives, tape a 3 x 5 index card on their back with the nameof a famous person or city.
They must circulate in the room and ask questions that can ONLY be answeredwith a YES or NO to identify
clues that will help them find out the name of the person or city on their indexcard. EXAMPLES: Paris,
Madonna, Santa Claus, John Wayne, Casablanca
Favorite Animal Game
As the guests arrive, and before you write their names on a name card, askthem to tell you their favorite
animal and three adjectives to describe the animal. As they tell you, write thethree adjectives on a name
tag BEFORE their name (omit the name of the animal). Ask them to mingle withthe crowd, sharing why
these adjectives best describe their own personality. EXAMPLES: Loyal, cuddly,playful Dan
Creative Name Tags
Give everyone 15 minutes to make their own name tag-they can list hobbies,draw a picture, give a selfprofile, etc.
Circle of Friends Game
This is a great greeting and departure for a large group who will be attending a
seminar for more than one
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day together and the chances of meeting everyone in the room is almostimpossible. Form two large circles
(or simply form two lines side by side), one inside the other and have the peoplein the inside circle face the
people in the outside circle. Ask the circles to take one step in the oppositedirections, allowing them to
meet each new person as the circle continues to move very slowly. If lines areformed, they simply keep the
line moving very slowly, as they introduce themselves.
Marooned Game
You are marooned on a island. What five (you can use a different number, such
as seven, depending upon
the size of each team) items would you have brought with you if you knew therewas a chance that you
might be stranded. Note that they are only allowed five items per team, not perperson. You can have them
write their items on a flip chart and discuss and defend their choices with thewhole group. This activity
helps them to learn about other's values and problem solving styles andpromotes teamwork.The Interview Game
Break the group into two person teams (have them pick a partner that theyknow the least about). Have
them interview each other for about twenty minutes (You can also preparequestions ahead of time or
provide general guidelines for the interview). They need to learn about whateach other likes about their job,
past jobs, family life, hobbies, favorite sport, etc. After the interviews,reassemble the group and have each
team introduce their team member to the group. This exercise helps them tolearn about each other.
Story Time Game
The facilitator starts a story by saying a sentence. It then goes in a circle, eachperson adding a sentence
onto the story-after repeating each sentence that's already been added.
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Ball Toss Game
This is a semi-review and wake-up exercise when covering material thatrequires heavy concentration.
Have everyone stand up and form a resemblance of a circle. It does not have tobe perfect, but they should
all be facing in, looking at each other. Toss a nerf ball or bean bag to a personand have tell what they
thought was the most important learning concept was. They then toss the ball tosomeone and that person
explains what they though was the most important concept. Continue theexercise until everyone has
caught the ball at least once and explained an important concept of the materialjust covered.
Positive Reinforcement Cards Game
Whenever a participant arrives to class on time from breaks, lunch, etc. givethem one playing card. You
can also hand out cards to people who volunteer for activities, are helpful,answers a difficult question, etc.
At the end of the day, play one hand of poker. Give a small prize to the besthand (you can also pick the top
two or three hands if you want to give away more prizes). Note that the morecards a person has, the better
the chance of winning.
Human Bingo Game
Before the meeting, make a bingo matrix and at the top of each square putsomething that someone in the
group might have done-for example, voted for Ross Perot, served in the PeaceCorps, etc. Everyone gets a
copy and is asked to circulate, getting other group members to sign one squarethat is true of them. The
first person to get "bingo" wins the prize (a candy bar or some other small thing).
Out on the Town Game
If you have a two-day meeting and need a quick warm-up for day two, askeveryone to pantomime
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something they did the night before. Individuals or groups can act out a moviethey went to, describe a meal
they ate, or recreate a scene witnessed at a bar.
Lucky Penny GameEach person takes a penny or other coin out of their pocket and looks at thedate. When it's their turn, they
tell the year that's on their coin and recall something spectacular that happenedthat year.
Straw & Paperclip Game
Give each group a box of straws not flexible straws) and a box of paperclips.Check that the paperclips can
fit snuggly into the end of the straws. Give each group a task (you can use thesame one for each group if
you want) and let them go. Sample tasks: Build the structure as a group. talleststrongest longest most
creative most functional etc. Debriefing included describing teamwork andsituational leadership skills used
as well as how different models are needed to accomplish different tasks.
Four Facts Game
Each person writes down four facts about themselves, one of which is a lie.Each person takes turns
reading their list aloud and the rest of the team writes down the one they think isthe lie. When all are done
reading the lists aloud, the first person reads their list again and identifies the lie.The team sees how well
they did. A to Z Freeze Game
Ask participants to recite the alphabet in unison. Let them go on for a whileuntil you yodel Stop! At that
point, identify the letter they stopped on and ask everyone to share somethingthey are looking forward to at
school that begins with that letter. For example, if the letter is R, they mightsay ravioli in the dining hall
or rooming with someone cool. Once everyone has shared, have them recitethe alphabet again. Stop
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them on a different letter and ask participants to share a personality trait theypossess that begins with
begins with that letter. If the letter is D they might say things like diligenceor doofiness. Come up with
different questions to ask for each letter and repeat the process.
Reception Line Game
Divide everyone into 2 groups. Have them stand facing each other. Each persontalks to the person across
from them until signaled (flash lights). At signal, person at end of one line movesto other end. Consequently
everyone has a new person to talk to.
Autograph Sheets Game
Prepare a sheet listing traits or facts about people with a line for them to signtheir name next to the trait if it
applies to them (i.e.: someone who wears contacts, someone who has been toEurope, etc.). People then
mingle around the room with their sheets seeking to find people who are eligibleto sign their sheets. A
person can only sign once on any sheet. The process may also be reversed byhaving people seek out the
autograph of people to which they think the category applies (i.e.: someone wholooks like they enjoy the
outdoors, someone who is from the east, etc.)
Puzzles Game
Give participants a blank piece of puzzle (cut up a sheet of index card stock).
Each person writes on the
piece one skill which they contribute to the group. The puzzle is then assembledto show that everyone
contributes to the whole.
Human Knot Game
Divide into groups of 6-10 people. Each group forms a tight circle., standing andfacing each other.
Everyone extends their hands into the circle and by intermingling their arms,grasps hands with other
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members of the group. Instruct people to be sure that the two hands you areholding does not belong to
the same person. The groups goal: untie the knot which results. Member of thegroup physically climb
over/ under/ through each others arms to untie the knot of bodies. Note: ItsRARE but it is possible for a
knot to be unsolvable or end in two separate circles.
Find Someone Game
Each person writes on a blank index card one to three statements, such asfavorite color, interest, hobby,
or vacations. Pass out cards so everyone gets someone else's card. Have that
person find the person with
their card and introduce themselves.
Get in the News Game
Divide your group into teams of four or five persons each, and make sure eachteam has the necessary
supplies--scissors, tape, pins, and plenty of old newspaper. You'll also need aseparate room or corner in
which each team can work with privacy (and hilarity). Each group selects oneperson to be the model. After
deciding what kind of costume to make, the team goes to work--cutting,crumpling, bunching, rolling,
piecing, pinning, taping. After an appropriate amount of time, call everybodytogether for a costume show.
(And don't forget to recycle your newspaper when you're finished!)KangarooCourt Game
Try this if there's an incident that irritates members of your group. Announcethat a kangaroo court will be
held to properly try and prosecute all guilty parties. After you make theannouncement, everyone will begin
to view the incident in question with a contagious sense of humor. Name thedefendants. Select a lawyer for
the defense, as well as a prosecuting attorney. Write up formal charges and
submit them to the judge.
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Appoint a bailiff and court recorder. Screen and swear in your jurors.
Make a Date Game
Give each participant a paper plate. Have them draw the face of a clock on their
plate with a line next toeach number (no digitals!). Then have participants walk around a find a "date"for each hour, writing their
name by the hour. The catch is, no one can make a "date" with more than oneperson per hour. After
everyone has made their dates, speed up time and allow 1-3 minutes for eachhour. The facilitator then
asks a question for discussion on each date. The pairs will have a chance to get
to know one another.
People Knots Game
Everyone sits on the floor in a circle with legs extended toward the middle. Eachperson grabs two others'
hands and holds them. The hands cannot be those of either person sitting onyour sides and also cannot be
the two hands of the same person. Now, everyone stands up and untangles each
other into a single circle,without letting go of the hands you have.
Quick Change Artist Game
PQuick Change Artist Game
Pair off into partners facing each other. Each player is to observe his or herpartner's appearance. Then the
players turn around back-to-back and make two or more changes in their dress,
hair accessories, etc.
When they face each other again, each partner must identify the changes madeby his or her partner. This
game can be repeated several times by changing partners and increasing thenumber of changes made.
The Quiet Game
The instructor explains that this exercise will take self control. Members pair
back to back. On the count of
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three, everyone must face their partner, look each other in the eyes, and thentry to remain solemn and
serious. No speaking! The first to smile or laugh must sit down. All who remainstanding then take a new
partner and the activity continues until only one person has not smiled orlaughed. (Second round of playing
can involve two teams competing to outlast each other.) If you get a pair at theend who are both keeping a
straight face, the rest of the group can act ask hecklers to disrupt them.
Sunshine Cards Game
Everyone writes their name in the center of a piece of paper and draws a sun
around their name. Pass your
paper around to the person on your right. That person will write somethingpositive about you and they do
not have to sign their name. Continue to pass your name around until everyonehas written something on all
the papers.
Finish the Sentence Game
Write the start of a question on the board (i.e. My Favorite job was..,My Hobbyis..) and go around the room
with each person finishing the sentence. When the group is finished, postanother question and start again.
In Conclusion
We hope you use and enjoy some of the Icebreaker games listed above. Wealso invite you to look at the
TGI Icebreaker and Team Builder games on our website. In addition you maywant to consider purchasing
any of the TGI Games listed on our Homepage. Input general trivia questionsinto the game to play an
exciting and fun Quiz Show, Board Game or other TGI offerin
lanning 1
Submitted by TE Editor on 5 March, 2002 - 12:00
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Planning is one of those essential skills of the competent teacher. This article looks at some
general lesson planning questions:
What should go into an English language lesson?
What is a lesson plan?
Why is planning important?
Do you need to plan if you have a course book?
What are the principles of planning?
What should go into an English language lesson?Every lesson and class is different. The content depends on what the teacher wants to achieve in
the lesson. However it is possible to make some generalisations. Students who are interested in,
involved in and enjoy what they are studying tend to make better progress and learn faster.
When thinking about an English lesson it is useful therefore to keep the following three elements in
mind - Engage - Study - Activate
EngageThis means getting the students interested in the class. Engaging students is important for the
learning process.
Study
Every lesson usually needs to have some kind of language focus. The study element of a lesson
could be a focus on any aspect of the language, such as grammar or vocabulary and
pronunciation. A study stage could also cover revision and extension of previously taught material.
Activate
Telling students about the language is not really enough to help them learn it. For students to
develop their use of English they need to have a chance to produce it. In an activate stage the
students are given tasks which require them to use not only the language they are studying thatday, but also other language that they have learnt.
What is a lesson plan?A lesson plan is a framework for a lesson. If you imagine a lesson is like a journey, then the lesson
plan is the map. It shows you where you start, where you finish and the route to take to get there.
Essentially the lesson plan sets out what the teacher hopes to achieve over the course of the
lesson and how he or she hopes to achieve it. Usually they are in written form but they don't have
to be. New or inexperienced teachers may want to or be required to produce very detailed plans -
showing clearly what is happening at any particular time in the lesson. However in a realistic
teaching environment it is perhaps impractical to consider this detail in planning on a daily basis.
As teachers gain experience and confidence planning is just as important but teachers develop theability to plan more quickly and very experienced teachers may be able to go into class with just a
short list of notes or even with the plan in their heads.
Whatever the level of experience, it is important that all teachers take time to think through their
lessons before they enter the classroom.
Why is planning important?One of the most important reasons to plan is that the teacher needs to identify his or her aimsfor
the lesson. Teachers need to know what it is they want their students to be able to do at the end
of the lesson that they couldn't do before. Here are some more reasons planning is important:-
gives the teacher the opportunity to predict possible problems and therefore consider solutions
makes sure that lesson is balanced and appropriate for class
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gives teacher confidence
planning is generally good practice and a sign of professionalism
Do you need to plan if you have a course book?Many teachers will find themselves having to use a course book. There are advantages and
disadvantages to having a course book - but although they do provide a ready-made structure for
teaching material, it is very unlikely the material was written for the teachers' particular students.
Each class is different and teachers need to be able to adapt material from whatever source so
that it is suitable for their students. A course book can certainly help planning, but it cannot
replace the teacher's own ideas for what he or she wants to achieve in a class.
What are the principles of planning?
Aims - considering realistic goals for the lesson, not too easy but not too difficult. You may find
the following checklist useful:
What do the students know already?
What do the students need to know?
What did you do with the students in the previous class?
How well do the class work together? How motivated are the students?
Variety - an important way of getting and keeping the students engaged and interested.
Flexibility - expect the unexpected! Things don't always go to plan in most lessons. Experienced
teachers have the ability to cope when things go wrong. It's useful when planning to build in some
extra and alternative tasks and exercises. Also teachers need to be aware of what is happening in
the classroom. Students may raise an interesting point and discussions could provide unexpected
opportunities for language work and practice. In these cases it can be appropriate to branch away
from the plan.
Effective lesson planning is the basis of effective teaching. A plan is a guide for the teacher as to
where to go and how to get there. However - don't let the plan dominate - be flexible in your
planning so that when the opportunities arise you can go with the flow.
Callum Robertson, BBC English
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Diana_M
Lesson plans
Submitted on 14 March, 2011 - 06:11
As the article says planning is essential for the teacher to always be aware of the aims of the
lesson, however, in the real practice the lesson cannot be always carry out as planned and the
teacher has to know how to deal with the setbacks or problems during the lesson and even though
the lesson is not exactly as how was planned the teacher must keep in mind the aims and reach
the goal of the course; here is when the efficiency and creativity of the teacher has to stands out.
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Walaa' Ahmed
Lesson plans
Submitted on 18 May, 2011 - 15:24
I agree that sometimes the lesson plan can not be carried out as planned and it depends on the
students knowledge and discussions,however it is essential for the time management and theteacher self-confidence.
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thinking about the classroom layout and doing what you can to make it as appropriate as possible
to your lesson. Here are some questions to consider:
Can I see the faces of every single student and can they see me?
Can everyone see the board (if you're planning on using it)?
Can the students see one another?
Can I move around the room so that I can monitor effectively?
For me, the first question is really important. I substitute a lot of classes, so I don't necessarily
know all the students' names so it's vital to be able to see them all. Although it can seem like an
extra effort and a waste of time I find that spending the first two minutes of a class moving the
furniture so that I can see every single face is time well invested. You can usually get the students
to help you and as long as you give the instructions in English it's all good language practice! Now,
I'd like to look at a few typical classroom layouts.
Classroom layouts
The horseshoeTables in a horseshoe or three sided square shape. This is great if you're doing board work and
speaking activities. All the students will be able to see you, the board and each other and you will
have a lovely space in the middle of the horse shoe and around the outside to monitor. If you have
a very large class you can get a similar effect by having one horseshoe inside another and using
double rows.
Chairs in a circle
Tables pushed to the walls and just the chairs in a circle. You can sit in the circle with your
students. If they need to write at certain times of the lesson they can either go to work at the
tables facing the walls around the outside or they can rest a folder on their knees and stay in the
circle. The circle formation is great for many games, group discussions, welcoming your students
at the beginning of the class, doing the register and really talking to your students.
Traditional rows
Although many schools still use traditional rows, as you can pack in lots of people in a small space,
there are very few advantages for a language teacher. If students are sitting in twos you have
immediate pairs made for pair work but as you will probably want to change the pairs at some
point this is only a limited advantage. If you can't get around behind the students to look at their
work it can be really difficult to monitor. If you have to work in this layout think about the spaces
at the front of the class and the aisles between the rows. For mingle tasks make use of these.
Look for alternative spaces for certain group tasks, such as the corridors, playground or halls.
Nested tables in groups
Nested tables are obviously great for small group work and project work. It can be difficult to
start classes when students are already sitting on small tables as some students will have their
backs to you. If possible have the students sit so they're side on to you and remember to move
around the classroom when you need to give instructions or change activities. Surprise your class
by popping up at different places around the class.
ConclusionI suggest you try as many classroom layouts as you can to see how you feel most comfortable.
Experiment with the layout if possible. If you really can't change how your classrooms are set up,
then do spend time thinking about how you can vary where your students sit and where you
position yourself in the room too. The classroom dynamics can improve dramatically when you
change the layout, it's a matter of experimenting and seeing what works best for you and your
students and it's something that you may want to take into consideration at the lesson planning
stage.
This article was first published on the British Council'sLanguage Assistant website
Written by Jo Budden, British Council, Spain
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Finding and Using Resources .............................................................. 30
Instructional Materials ................................................................................ 30
The Role of the ESL Specialist ........................................................................ 31
Useful Print References ............................................................................... 32
Acknowledgments .............................................................................. 34
Table of ContentsESLE S L
Introduction
S
tudents for whom English is a second or additional language (or dialect) are a
growing segment of British Columbias K-12 school population. Over the
past ten years, the number of students identified as needing ESL services in BC
has more than tripled. Lower Mainland school districts have been especiallyaffected,
and educators in those districts have had to develop skills and processes toaddress the
growing need. With continuing growth in the numbers of ESL students
provincewide,
however, the need to provide appropriate ESL services is becoming an issue fordistricts
in all areas of BC. This guide, which draws upon recent research and the adviceof BC
educators with experience in this field, is intended to provide help for those whohave
become involved in working with ESL students in their classrooms.
Using this Guide
This document is designed for K-12 classroom teachers who have had limitedexperience
working with ESL students. Produced with the input of both specialist andclassroom
teachers, this document reflects the view that while the ESL specialist should beinvolved
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in providing ESL services for any student who needs them, the classroom teacheralso
has an important role to play in educating such students. The ESL specialist is animpor-
tant source of assistance for classroom teachers. Typically the classroom teacheris called
upon to work with ESL students in a mainstream setting (i.e., with peers forwhom
English is a first or native language). While recognizing the very real challengesassociated
with this task, this document provides some useful orientation and somepractical sug-
gestions (based on the experience of colleagues) that can be immediatelyapplied to
undertake it successfully.
The primary focus of this resource is on grade-level classroom practice and onsources of
assistance for classroom teachers. Information on characteristics of ESLstudents, on the
goal and principles of ESL programming, and on identification of ESL need is also
provided. Issues such as placement, provincial funding and policy, initialorientation for
ESL intake, and school organization, which are of particular concern to ESLspecialists
and administrators, are not addressed here to any significant extent.
The basic premise underlying the suggestions provided in this document is that astudent-
centred approach works best with ESL students, as it does with all students. Toconvey
some sense of the diversity within the ESL student population, a section on TheESL
Learner, has been included at the beginning and fictional profiles of individualstudents
have been placed throughout the document.ESL
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The ESL Learner
T
here are no typical ESL students. They come from many linguistic and cultural
backgrounds and have had a wide variety of life experiences attributes thatcan
significantly enrich the life of the school and help enhance learning for allstudents.
Not all require the same types of support:
Some are Canadian-born, but enter school having had varying degrees ofexposure to
the language and cultural norms of the majority of English-speaking Canadians.They
may need to complement their early childhood experiences and home languages
with extensive ESL support, including a variety of cultural-bridging experiences,if
they are to be successful in the English-speaking school system.
Some have immigrated to British Columbia with their families after havingreceived
some formal education in their home countries. In some cases, they havelearned
English as a foreign language in school. Given appropriate ESL support, including
cultural-bridging experiences, these students usually progress well in their new
schools, particularly if their parents support their academic efforts and theirevolving
bilingualism. Some arrive in Canada as refugees. These students may have received little orno
schooling in their home country. They may also have experienced the traumatic
conditions caused by political, social, and economic upheaval. They have oftenleft
their country involuntarily, perhaps leaving key members behind. In addition toESL
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support, these students may need specialized counselling and literacy training intheir
home language(s).
Some who require ESL support also have special needs associated with mentalchallenges, physical challenges, behavioural difficulties, and/or giftedness(having
English as a second language or dialect does not in itself make a studentspecial
needs).
ENGLISH AS A SECOND LANGUAGE
i
students are those whose primary language(s) or
language(s) of the home, is other than English and who may therefore requireadditional services in order to develop
their individual potential within British Columbias school system. Somestudents speak variations of English that differ
significantly from the English used in the broader Canadian society and in school;they may require ESL support
ii
.
from ESL Policy Framework
Ministry of Education, 1999
i In some literature, this is referred to as English as an Additional language (EAL)
ii In some literature, this is referred to as English as a Second Dialect (ESD)E S L
Adjustment Challenges Facing ESL Students
Students who have a limited command of standard English and who are new toBritish
Columbias culture and school system require a period of adjustment. A sense ofdisloca-
tion, or the trauma that new arrivals sometimes experience upon leaving theirhomeland,
can cause some ESL students to
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appear withdrawn, fatigued, or unin-
terested. Teachers need to be alert to
this possibility, if they are to make
accurate assessments of students.
While individual circumstances and
personal responses will vary enor-
mously, students who have newly
arrived in Canada typically experience
some form of culture shock. It is in
fact common for new arrivals to go
through four stages of adjustment:
1
1. The Honeymoon Stage: This stage
takes place when people first arrive. It
is characterized by extreme happi-
ness, even euphoria. This is especially
prevalent with refugees who have
finally arrived safely in North
America. For them, this is truly the
land of milk and honey.
2. Hostility: After about four to six
months, reality sets in. Newcomers
know a bit about getting around and
have begun learning the ropes, but
this new place is not like their home:
they cant get the food they are
1
adapted from Law, Barbara and Mary Eckes, The More Than Just Surviving
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Handbook: ESL for Every Classroom Teacher (Winnipeg: Peguis, 1990), p. 58.
Research indicates that the more highly developed
a students first language, the more success that
student will have acquiring a second.ESL
accustomed to; things dont look the same; they miss the life of their home
country, the familiar places and faces and ways of doing things. Gradually they
begin to feel that they hate North America and want to go back to their home
country, no matter how bad things were there. This stage is often characterized
by:
complaining
wanting to be only with others who speak their language
rejecting anything associated with the new culture (the food, the people,
even the new language)
feeling depressed and irritable or even angry
having headaches or feeling tired all the time.
3. Humour: Gradually, the newcomers work toward resolution of their feelings,
and their sense of being torn between the new and the old. They begin to accept
their new home. They begin to find friends, discover that there are good things
about where they are living, and adjust to their lives by coming to terms with
both the old and the new ways of living. This is a long process, fraught with
feelings of great anxiety in some, because to many, accepting the new means
rejecting the old.
4. Home: Finally, the newcomers become native in the sense that where theylive
is their home and they accept that they are here to stay. This last stage may be
years in coming, and for some will never take place.
Teachers working with newly arrived ESL students should also be aware thatthey
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may sometimes respond in unexpected ways to particular classroom situationsor
events, due to cultural conditioning or to the fact that their cultural values andbeliefs
differ from those of students with whom the teacher has previously worked. The
following chart identifies possible cultural explanations for behaviours that ESL
students sometimes exhibit.E S L
Perceived Behaviour Possible Cultural Explanation
The student avoids eye contact. Keeping eyes downcast may be a way ofshowing respect. In some cultures, direct eye contact
with a teacher is considered disrespectful and a challenge to the teachersauthority.
The student tends to smile when disagree-
ing with what is being said or when being
reprimanded.
A smile may be a gesture of respect that children are taught to employ to avoidgiving offense
in difficult situations.
The student shrinks from or responds
poorly to apparently inoffensive forms of
physical contact or proximity.
There may be taboos on certain types of physical contact. Buddhists, forinstance, regard the
head and shoulders as sacred and would consider it impolite to ruffle a childshair or give a
reassuring pat on the shoulder. There are also significant differences amongcultures with
respect to peoples sense of what is considered an appropriate amount ofpersonal space.
The student refuses to eat with peers. Some students may be unaccustomed toeating with anyone but members of their own
family.
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The student does not participate actively in
group work or collaborate readily with
peers on cooperative assignments.
Cooperative group work is never used by teachers in some cultures. Studentsmay thus view
sharing as giving away knowledge and may see no distinction betweenlegitimate
collaboration and cheating.
The student displays uneasiness, ex-
presses disapproval, or even misbehaves
in informal learning situations or situa-
tions involving open-ended learning
processes (e.g., exploration).
Schooling in some cultures involves a strict formality. For students who are usedto this, an
informal classroom atmosphere may seem chaotic and undemanding, whileteachers with
an informal approach may seem unprofessional. Such students may also beuncomfortable
with process-oriented learning activities and prefer activities that yield moretangible and
evident results.
The student refuses to participate in extra-
curricular or in various physical education
activities (e.g., swimming, skating, track &
field).
Extra-curricular activities may not be considered a part of learning or may even,along with
some physical education activities, be contrary to a students religious orcultural outlook.
Some students may also be required to use after-school hours to generateincome.
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Cultural Differences in Student Behaviour
The student is unresponsive, uncoopera-
tive, or even disrespectful in dealing with
teachers of the other gender.
The student seems inattentive and does not
display active listening behaviours.
In some cultures, the learning process involves observing and doing or imitatingrather than
listening and absorbing (e.g., through note-taking).
Performance following instruction reveals
that the student is not understanding the
instruction, even though she or he exhib-
ited active listening behaviours that
suggested understanding and refrained
from asking for help or further explanation.
In some cultures, expressing a lack of understanding or asking for help from the
teacher is interpreted as a suggestion that the teacher has not been doing agood
enough job of teaching and is considered impolite.
Separate schooling for boys and girls is the norm in some cultures. Likewise, insome
cultures the expectations for males and females are quite different. The idea thatfemales
and males should have the same opportunities for schooling and playcomparable roles as
educators will therefore run contrary to some students cultural conditioning.
The student appears reluctant to engage
in debate, speculation, argument, or
other processes that involve directly
challenging the views and ideas of others.
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In some cultures, it is considered inappropriate to openly challenge anotherspoint of
view, especially the teachers. In other cases, there may be a high valueattached to being
prepared, knowledgeable, and correct when one opens ones mouth.
The student exhibits discomfort or
embarrassment at being singled out for
special attention or praise.
To put oneself in the limelight for individual praise is not considered appropriatein
some cultures, where the group is considered more important than theindividual.
The student fails to observe the conven-
tions of silent reading.
Some students may be culturally predisposed to see reading as essentially anoral activity
and will therefore read aloud automatically. For others reading aloud isassociated with
memorization.ESL
The situations described in the chart indicate the need for teachers to revisittheir as-
sumptions about the meaning of students behaviour and adjust their responsesaccord-
ingly. Often the most effective response is to be clear and explicit about theirown expec-
tations or those prevalent in Canadian society.
ESL services should be provided in a manner that
respects students language and culture of origin
and builds on students existing abilities.
The chart situations also indicate that as ESL students become part of amainstream
class, everyone in the class must be prepared to adapt and broaden theirunderstanding.
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Learning is both an individual and a
group process.
Policies and principles that relate specifically to the provision of ESL
Programming areset out in the Ministrys English as a Second Language Policy Framework. Inaddition,
effective, high-quality ESL service delivery takes account of the followingrealities:
Becoming proficient in the use of a second language takes time
2
. Unreasonable
expectations of progress (on the part of parents, teachers, or studentsthemselves)
can be counterproductive.
Language learning is a complex and gradual process. Language learning is notlinear,
and progress rates can appear to vary enormously for two apparently similarstudents.
2
for more details see Collier, Virginia. How long: A synthesis of research onacademic
achievement in a second language. TESOL Quarterly, 23, 1989, 509-531.ESL
ESL students learn English better when there is a meaningful and purposefulcontext
for communication, and a holistic approach to instruction is used. Research andexperience have shown that studying language in bits and pieces is not avery
effective way of learning it.
English language proficiency and knowledge of Canadian culture are importantfor
the success of students.
Supported integration of ESL learners into age-appropriate
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classes is the ideal. ESL students cannot afford to wait until
they have fully mastered the language to pursue their
development in other spheres.
There are clear educational benefits to maintaining a studentss firstlanguage(s):
student learning is enhanced by judicious use of two or more languages.
To facilitate learning, students should wherever possible see their history,literature,
and cultural experiences in general reflected in the classroom.
Parents play a vital role in the education of their children by working in
partnership
with educators.
Effective reporting should recognize language and cultural differences.E S L
Identification
A
lthough it is frequently obvious which students require ESL services (and thus
qualify as ESL for funding purposes), this is not always true. It is sometimes
difficult to recognize that second language support is needed by students who
speak English as a second dialect or students who already have acquired somecommunicative
competence in English. With very young students too, the need for ESL supportis not
always evident, partly because rates and patterns of early development can varysignificantly
from one student to another, and partly because an accurate assessment of astudents
English language proficiency needs to take account of all language modes(listening,
speaking, reading, writing).
Some ESL students can display a reasonable command of oral English as theyenter
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school, only to experience difficulties as reading and writing are introduced. Withothers,
the frustration of being unable to cope with limitations that language difficultiescan
impose may manifest itself in the form of behavioural problems. The challengefor the
teacher is to recognize that these difficulties may be indicative of a need for ESLsupport
rather than of a real learning disability or behavioural disorder.
Indications that a student requires ESL support usually emerge from the kinds offorma-
tive assessment that classroom teachers are able to undertake. Teachers whouse varied
approaches to performance assessment will usually recognize when students arehaving
difficulty with language-dependent activities. For more information onapproaches that
can be used to expand their repertoire of assessment strategies,
3teachers are advised to
consult the following documents published by the Ministry of Education as part ofthe
Assessment Handbooks Series:
Performance Assessment (XX0246)
Portfolio Assessment (XX0247)
Student-Centred Conferencing (XX0248)
Student Self-Assessment (XX0249)
3
see also OMalley, J. Michael & Lorraine Valdez Pierce, Authentic Assessmentfor
English Language Learners: Practical Approaches for Teachers, (Toronto:
Addison-Wesley Publishing Co., 1996)
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In the course of learning a new language, comprehension
often precedes production. Beginner ESL students may
initially be silent for a period, as they listen and internalize.ESL
The provincial reference sets for reading and writing can also help teachersidentify
student performance difficulties that may be attributable to the fact that Englishis a
students second language or that the student uses a dialect of English thatdiffers signifi-
cantly from the standard English used in the broader Canadian society and inschool.
These reference sets are:
Evaluating Reading Across
Curriculum (RB 0034)
Evaluating Writing Across
Curriculum (RB 0020 & RB 0021)
Teachers who suspect, on the basis of a
students performance difficulties, that
he or she requires ESL support may be
able to confirm this by obtaining further
information from parents, from guard-
ians, or, indeed, from the student about:
the students educational
background
the cultural community of which
the family is a part
the extent to which the home
language(s) and English are sup-
ported by the family
the expectations of the student and
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language that is presented).
Provincial policy stipulates that a record
of each students initial assessment
should be recorded. The assessment
information included in the record
should relate to the placement decisions
that are made. The record should also
identify the amount and type of ESL
support service needed (e.g., pullout, in-
class).
The initial assessment should subse-
quently be reviewed on a regular basis (at least once a year), and placement andprogram-
ming adjustments made as necessary. Time constraints often limit the amount ofdata
that can be obtained during an initial assessment. It is also not unusual for a
student from
another area or country, particularly if there are cultural differences, to freezewhen
faced with an initial formal assessment in English. Initial assessment resultsshould
consequently not be viewed as comprehensive or definitive.
With support, ESL students who have a developing grasp of English fare best ifgiven
an opportunity, for most purposes, to participate with appropriate support in
mainstreamed classes with non-ESL peers. Given appropriate instructionalpractice (see
Classroom Planning with ESL in Mind), their needs can be met withoutdetriment to
other students. Subsequent assessments may suggest alternate placements, butgenerally
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records and meeting with the ESL specialist
conducting your own quick assessment of students knowledge as appropriatefor
their grade level (e.g., for Primary students, vocabulary related to colours,numbers,
shapes, directions, school facilities; for Secondary students, vocabulary relatedto
science or math conceptssee the section on Assessing, Evaluating, andReporting
on Student Progress)
acquiring visual instructional aids or other materials and supplies that are
particularly
useful for enhancing or complementing verbal explanations (see the section on
Finding and Using Resources for suggestions).
Experienced teachers have found that ESL students make better,
faster, progress in the long run if they are given sufficient time
to absorb new input and are not pressured to complete work or
meet the usual age-level performance expectations right away.E S L
Instructional Tips and Strategies
ESL students who have been placed in a mainstream learning environmenttypically face
a threefold challenge. They are simultaneously working to develop:
a grasp of the knowledge, skills, and attitudes specific to various subjects
a better command of the English language
an ability to interact with others and function within the social environment ofthe
school.
There are many possible ways in which teachers can adjust their instructionalpractice to
help ESL students meet these challenges, without jeopardizing the learning ofother
students. Several adaptations are suggested here.
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5
These are based on the recognition
that:
for ESL students, even teachers who do not think of themselves as teachers oflan-
guage have an important role to play in facilitating linguistic development(teaching
in any subject area consequently needs to involve some focus on language)
teachers need to use varied forms of presentation and encourage students torepre-
sent their knowledge and understanding in a variety of ways in order to respond
effectively to diversity within the student population.
Teachers will find that many of the strategies and approaches suggested herealso help
enhance the learning achievement of English-speaking students in theirclass(es). While
most can be applied or adapted for use in any classroom that includes ESLstudents,
teachers will need to select from these strategies and approaches on the basis oftheir
students needs. It is important to note that, for funding purposes, where theonly addi-
tional services provided to the students are adaptations within the mainstreamclass-
room, there must be documentation of adaptations specifically designed to
address the
needs of the ESL student which are distinct from those that would normally beprovided
to address student differences. Some of the suggestions may work best withyounger
(e.g., primary and intermediate) students, while others might be more readilyimple-
mented with older students.
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For ease of reference, the approaches and strategies have been grouped intotwo broad
categories: those pertaining to how the teacher uses language to presentinformation or
interact with the students, and those pertaining to classroom procedures orinstructional
planning (i.e., provision of contextual supports to facilitate the learning of ESLand
English-speaking students alike).
5
material in this section has been adapted from Curriculum & Instructional
Services
ESL/ESD Students in Your Classroom (North York: North York Board of
Education, 1992), pp. 2-3.ESL
The Teachers Use of Language
provide additional wait time for student responses to questions
When asked a question, ESL students typically translate it into their firstlanguage,
formulate an answer in their first language, and translate an approximation ofthe
answer into English, before giving their response. They accordingly need moretime
to respond than do students whose first language is English.
be conscious of the vocabulary you use
In English, everyday words of Anglo-Saxon origin are generally the easiest forESL
students to comprehend, because they hear and read these words frequently.
However, speakers of Romance languages (Spanish, Italian, etc.) comprehendmany
of our Latinate words more readily because their own languages have the same
etymological roots. For example, most ESL students wont understandcomprehend,
but Spanish speakers will understand that word sooner than understand.
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teach the language of the subject
In some subjects students not only encounter specialized vocabulary (e.g.,photosyn-
thesis in biology), but also language structures that occur with high frequency inthat
subject. For example, passive construction, though not frequently used ineveryday
discourse, is extensively used to describe processes in subjects such as Scienceand
Social Studies (e.g., the experiment was carried out, the logs are felled andfloated
downstream, the ballots are counted). Subject-specific vocabulary also includesmany
words that have different meanings in specific contexts (e.g., mass has morethan one
meaning, including its very specific and precise meaning in physics). ESLstudents
need to have these words explained in context, as the dictionary generally listscom-
mon meanings of words first, which tends to increase the learners confusion.Cloze
exercises based on lesson content (i.e., passages with important key wordsomitted
for students to fill in) are a good way to reinforce ESL students grasp of contentand
new vocabulary.
simplify sentence structures and repeat sentences verbatim before trying torephrase
Short, affirmative sentences (no negatives) are easiest for new learners ofEnglish to
understand. Complex sentences and passive verb constructions pose a greaterchal-
lenge and should be used judiciously. ESL students will gradually becomefamiliar
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with these more challenging constructions, if they are given help processingthem.
Explanations can be useful, but it is often a good idea to repeat verbatim difficult
sentences containing important information and ideas. This gives students asecond
chance to process the same structure something they dont get if they arepresented
too quickly with a rephrased version that may be just as challenging as theoriginal
sentence.
rephrase idioms or teach their meaning
ESL students often translate idiomatic expressions literally. For example, ateacher
might say Take a stab at it, to encourage a student; the ESL students wouldbe very
confused by their literal interpretation of this. If someone uses an expressionlikeE S L
this, rephrase it so that ESL students can attach meaning to it. Post a list of the
weeksidioms for students to see.
clearly mark transitions during classroom activities
To avoid confusing ESL students when changing topic or focus, explicitly signalthe
changes (e.g., first we will..., now its time for...)
periodically check to ensure ESL students are understanding
ESL students may be reluctant to ask for clarification or to admit that they dont
understand something, if asked directly (some may feel that it is disrespectful oran
affront to the teacher to admit that they dont understand). To check forunderstand-
ing, focus on students body language, watching for active listening behavioursor for
expressions or posture that indicate confusion or frustration. Bear in mind,however,
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that sometimes only later performance provides an accurate indication of theextent
of students understanding (see the earlier section on Adjustment ChallengesFacing
ESL Students).
Contextual Supports for Linguistic Development
write key words on the board and use visual and other non-verbal cues,wherever
possible, to present key ideas
Concrete objects, charts, maps, pictures, photos, gestures, facial expressions,etc.
form an important complement to oral explanations for ESL students. Advance
organizers are sometimes useful cues for upcoming activities.
provide written notes, summaries, instructions, and prereading
ESL students may not be able to process oral information quickly enough tounder-
stand fully or to make their own meaningful notes; your notes can highlight keyideas,
new words, etc.; written instructions are particularly useful to students whenhome-
work or major projects are assigned.
use the students native languages to check comprehension and clarifyproblems
If you or some of your students speak some of the native languages of your ESL
students, use the first language to clarify instructions, provide translations of keywords that are difficult to explain in English, and find out what the stu