Week 7

Activity

Time

Instructions 

Materials

Gain attention

Activities: 

Group and chant

10” 

In the boxes that say write your own questions have participants write their own questions to ask. 

Play FSW Bingo 

Bingo

Inform learners of objectives

Activity: 

Write On board or show in power point

5”

Introduce objectives on the board. By the end of the workshop participants will be able to 

• describe the importance of student-to-student interaction in a language classroom
•   examine and use a variety of effective activities that promote meaningful interaction in a classroom

  share different communicative activities that are effective for English learners

None

Stimulate recall of prior learning

Activity: 

List 

10” 

In groups make: 

Discuss FSW: 

• What stage of the lesson have you used this activity (or strategy) and why?
• How has this activity (or strategy) promoted meaningful communication?
• What visual aids did you use, if any, to make your activity (or strategy) more interesting and meaningful?
• How might this activity be adapted for other language functions and forms? 

None

Present the content

Activity 1 

Give one Get one 

Part 2: Round Robin

30 ”

Part 1: 

1:  At the top of a paper write down 2 reasons you feel students don’t communicate in class. 

2. Have participants mingle (play some background music while this is happening.  They need to get another idea from someone to add to their list as well as give an idea.  

Discuss ideas as a class: 

List ideas on board. Possible answers: ( can try to elicit these) 

-tired

-fear of being wrong

-fear of making a mistake

-not interest in class or subject

-shy

-insufficient time to form ideas

- no motivation /reason to communicate (no task)  

-unfamiliar with being allowed to talk in class (culture) 

-not given opportunity to communicate (teacher asks yes/no questions or asks and answers the questions themselves or always communication is teacher to student and never very natural)/ no group or pair work) 

3.  As class choose top 5 reasons. 

4. Write these reasons at top of flip chart (poster) paper

Part 2: 

1.  Divide into 5 groups. 

2. Each group gets one of the poster papers with challenge on it. 

3. Explain they will have 2 min to write down possible solutions to the problem on the paper. 

3. After 2 minutes have groups rotate clockwise to the next paper. (DO NOT MOVE THE PAPERS) 

4. They will now have 2 minutes to read the suggestions  and add to them. 

After 2 minutes have groups rotate clockwise to the next paper. (DO NOT MOVE THE PAPERS) 

4. They will now have 2 minutes to read the suggestions  and add to them. 

5. Continue until groups have returned to their original challenge. 

6. Groups read all answers and choose top 3 suggestions. 

7. Groups present challenge and solutions. 

Part Three : Mini Lecture

Criteria on making things communicative: 

1. Fun activities reduce stress and may help students remember content (Helgesen and Kelly 2016). Fun activities may also increase students’ integrative (internally derived) motivation and include topics that they know and care about (Nation and Macalister 2010). 2. Meaningful activities give students a chance to be experts and solve problems. Here, sharing ideas is more important than listening for perfect grammar. Repeated meaningful interactions also promote fluency, as students speak with greater efficiency over time. 

3. Interactive activities require students to use their L2 to complete a shared task. Related to Nation and Macalister’s (2010) language-focused strand, interaction may also lead to improved accuracy and explicit attention to language learning during each interaction. 

4. Routine (frequent) activities help students better understand the directions for each task, which may lead to easier implementation and improved on-task behavior (Kagan and Kagan 2009). Furthermore, if students repeat a task later in a course, they may be able to take on a more demanding language focus because the task is already familiar (Nunan 2014). Finally, fun activities repeated periodically over time may deepen students’ memories of each activity. 

Some more ideas to share: 

https://www.edutopia.org/blog/getting-the-ESL-student-talking-marc-anderson#:~:text=Speak%20slowly%20and%20clearly%20so,modalities%20heightens%20understanding%20and%20learning.

If time discuss how FSW Bingo met criteria

paper

5. Guide learning 

Activity 1:

reading 

45”

Part 1: 

1. Divide class into four groups (try to get even numbers of participants 4-6-8  in each group)  Explain what an information gap activity is: 

2. Hand each group an activity or the link to an activity

GROUP A: https://americanenglish.state.gov/files/ae/resource_files/activity_1_june_final.pdf   or https://youtu.be/bdIK_k83QPg

 Group B: https://americanenglish.state.gov/files/ae/resource_files/activity_3_june_final.pdf

Group C: 

https://americanenglish.state.gov/files/ae/resource_files/activity_2_june_final.pdf

Group D:

https://americanenglish.state.gov/files/ae/resource_files/activity_4_june_final.pdf 

practice how you would teach this (give instructions to class)

tell them in the next activity they will co-teach their activities to other participants.  ( If you have a group with an odd number either let a stronger teacher do by self or have a group of 3 coteach. )

Feedback

statements 

6. Elicit performance (practice)

Micro -Teaching

60”

1. Form new groups by taking 2 participants from each of the reading groups. (see notes above if odd number).  So NEW groups will have 8 people ( 2As  2Bs 2Cs  2Ds) 

2.  Each group micro-teaches their activity with the group. Gives instructions and has them do it for a few minutes. 

Note : feedback will be done after all activities have been done. 

7. Provide feedback

criteria

15”

Have groups discuss how each activity met the criteria from the presentation section. 

They are giving feedback on the activity and if it meets criteria DO NOT have them give feedback on the teaching of the activity. 

8. Assess performance

inner outer

10

1. make inner outer circle; 

have participants discuss for 2-3 minutes which activity they have done they will try in their class : what  why how 

rotate 3-4 times to share ideas.  

2. If time allows how did this final activity meet criteria

White boards 

9. Enhance retention and transfer

Take it to School

?

Teachers should do a communicative activity in their class  .   They should video a short example of it their class and post in telegram group.