Module 10 Visual Aids, Activities and Games and Call

Welcome to Module 10!

NOTE: If you choose to do assignment MOD 10.1 "Using Visual Aids", there is no need to actually draw anything or to submit any graphics or drawings. Note the instructions are to DESCRIBE visual aids (using your keyboard0, not draw them. The timeline can easily be accomplished by using only common characters on your computer keyboard such as

This is not a sample of what you timeline should actually look like, only a demonstration that you can accomplish it using only the normal characters on your keyboard.

The trick to doing well on this assignment is to make it clear that both activities are occurring simultaneously rather than sequentially. Good luck!

ach the vocabulary words majority and minority?

2. Effective Use of Activities and Games

Describe a mingle activity you might create for a new class of intermediate level students to help them introduce themselves to each other.

I will be preparing myself four sets of speaking cards that would gives students discussions topics which they need to engage in a conversation with a student or students. Students or groups of students would go from individual to individual or groups to groups in class until they get all the questions in the speaking cards answered.

In order to engage in an effective conversation, not only should students be well equipped with English aural, oral and written skills, they should also be equipped with interpersonal skills such as self-confidence and eye contacts etc.

Here are the four topic cards that I will be presenting in the classroom:

Topic Card 1 Describe yourself

You should say: a) what is your name? A

b) Where are you from?

c) What do you do? Etc.

Topic Card 2 Describe the best holiday you have had.

You should say:

a) Where you went

b) If you were alone, if not who with.

c) And what you did on holiday.

Topic Card 3 Talk about your favorite actor/ actress.

You should say:

a) Who he/ she is

b) What is his/ her best film

c) And what he/she looks like.

Here is an example of how the activity (from Topic Card 1) would flow:

Student A: Hi, What is your name?

Student B: My name is Tom, nice to meet you.

Student A: Nice to meet you too, my name is Terence. How are you doing?Student B: Great!Student A: Good, where are you from? Student B: Im from Canada.

Student A: What do you do? Student B: I am a high school student.

Student A: Alright!

Here is an example of how the activity (from Topic Card 2) would flow:

Student A: Hey Anita, How is it going? Student B: Hi Geoffrey, I am doing great thanks.

Student A: Can you describe the best holiday you have had?

Student B: Well, the best holiday that I have had was a trip a year back.

Student A: Great, where did you go?

Student B: Rome in Italy.

Student A: Did you travel alone?Student B: No, I traveled with my parents and my sister.

Student A: What did you guys do in Rome?Student B: Sightseeing, shopping and trying local delicacies

Student A: Great!

Devise an information gap activity where over the phone one student describes a used car he wants to sell. Another student, having seen an ad in the paper about the car, calls asking for more information about the car. Each wants to strike the best deal.

A worksheet, which describes and gives the activity the scenario and the information needed for this particular phone conversation will be handed out. An example conversation based on this worksheet could be as follows:

Two different sets of worksheets will be handed out to student A and student B the seller and the buyer respectively; the two students will be responsible for their worksheets in which they will be filling in blanks.

Student A: Hello, My name is Tim; I have read an ad in the paper about the used car of yours. I would like to know more about this used car, are you available now? Student B: Yes I am, the used car is a Honda Civic 1.9 i-VTEC UK edition, and it has been in service for 2 years and has a mileage of 5,163 miles.

Student A: Great! How much are you selling the car for?

Student B: I am selling it for 24,000 pounds.

Student A: Oh, thats above my budget

Student B: Well, what is your budget?

Student A: My budget is around 21,000 pounds.

Student B: Thats a bit too low for me though. Are you an undergraduate student?

Student A: Aye

Explain why a board game like Monopoly or clue might not be appropriate for a group of language learners. How could you adapt them to be appropriate?

Explain why traditional party games like Charades or 20 Questions would be good games to use in the EFL ESL classroom. What would be the specific language point students would be working on with these games? Give examples.

3. Call, computer assisted language learning

Go to any EFL ESL site on the Internet and download a lesson plan. How could this be helpful to you when you are teaching overseas? Can this replace your own planning for class work? Why or why not?

Download some grammar games and activities from any EFS ESL site. Describe these and how you could utilize these in your class overseas. Are there any disadvantages to using these in your classes?

Go to the Discussion Forums for Teachers at Daves ESL Caf (Internet site). List some of the issues under discussion there. How could this resource be of benefit to you as a teacher of EFL ESL?

Design an Internet activity for students where they will need to research information at a site or sites. List the steps, what students are to search for and how they are to report that information back to the class as a group. Also list the level for which you think this would be appropriate.

Two of the disadvantages of the board are that your back is turned to the students and your hands are occupied. With an overhead projector, you can display your information and face your students at the same time. They can focus on the illustration, text, timeline, etc. and you can focus on them. Like drawings, your transparencies will need to be prepared beforehand if they are to be used efficiently.

Plan ahead before you use the video, especially those that you are adapting to your students needs. As in reading and listening work, preparation is key in the success of the video. Prepare materials to accompany the video such as a video program outline, vocabulary lists, grammar points, sorting, dialogue exercises, fill in the blank exercise with dialogue. Know the material. View it beforehand and know what to ask, and how to guide your students watching.