Self-efficacy: Believing in your ability to accomplish a task
1st/2nd/3rd Person Story Retelling - Students work in pairs answering a basic question like ‘What did you do last weekend?’ with 5 different sentences (I went, I ate, etc.). Their partner must remember and repeat the sentences ‘You went, You ate, etc.) Students then change partners and must repeat the sentences of their original partner (John went, He ate, etc.). An additional round can be added in which students are partnered with the student whose story they just heard. That tell that student what they heard about their story in the second round.
|
4-3-2
Story retelling Divide the class into two groups. Give each group a different story. Let them read the story and prepare their retelling. Let students line up in two lines facing each other. For the first round, students retell the story for 4 minutes. The second time, change partners, and retell the story for 3 minutes and for the last round retell the story in 2 minutes.
|
Logic Problems
Provide students with a logic problem or riddle that they need to discuss together in order to solve.
Example: Danny’s Family
Danny is having a birthday party with 6 of his family members. They are his grandmother, mother, aunt, brother, father, and uncle. Their names in random order are Ben, Julie, Mike, Betty, Jane, and Luke.
Listen to the clues to discover the names of Danny's family members.
Clues:
1. Ben is not Danny’s uncle.
2. Danny’s grandmother’s name starts with B.
3. Luke is not Danny’s brother.
4. Julie is not his aunt.
5. Danny’s father’s name is Mike.
Puzzle and Riddle Sources
|
Picture Dictations Find a large magazine photo or textbook illustration that shows a specific setting (a city, park, kitchen, school, office, hospital, store etc) and several people engaged in a variety of activities. Don’t show learners the picture. Pre-teach any unfamiliar vocabulary you will use to describe the picture. Orally describe the picture, using level-appropriate sentences, and pausing between lines to allow learners to draw the picture while you describe it. Include some negative statements such as “The woman isn’t wearing a hat.” and confirm that learners don’t draw in response. Describe the picture a second time to allow learners to check their work. When finished, learners compare their pictures to the original and to each other’s pictures. For higher level learners, pictures can be given to them and they can describe them to their partners.
|
Feedback and Applications
No comments:
Post a Comment