Dear Colleagues,
One teaching activity can be successful for one context but not in others. In order to exchange the good activities in teaching among experienced teachers and researchers in ResearchGate,
Could you please share a description of your activity and the context where it was successful applied?
Thank you very much!
Dear Nguyen:
As far as for good effective Curriculum Development and Assessment are concerned, I think that we should take into account the following criteria in language activities in the classroom setting:
Assessment criteria in Second Language Learning and Teaching, for example, primarily focus on the objectives and competences that the teacher of a class-group should promote in their students. Therefore, what methods will the teacher use for their students to develop these objectives and acquire these competences? To this end, he or she will use logically certain contents of learning through the respective elaboration of teaching units as a lesson plan. In this way, if the desired results in learning are not accomplished by these contents, then the teacher will have to determine why this learning has not been achieved, thus restructuring the whole process (feedback). In other words, assessment criteria in learning respond to “how” the teacher should have taught so that learners would have been able to learn “what.”
Very truly yours,
Javier.
Dear All,
To start it, I would like to share my favorite activity first.
Name: Double-circle conversations
Students can do this activity in 2 circles, 1 inside and one outside. Those in these circles face to each other. Teacher can ask students to do small talk, tell what they do at home, what they think, anything about the lessons they learned... in each round. For example: in round 1, students in the 1st circle ask and those the 2nd circle answer. Then, in round 2, they change the turns. The rounds will continues with the different turns of asking and answering.
The level of difficulty is depending on the types of questions and what the teacher wants students to practice. To enhance the difficult levels, I usually change the pairs after 2 rounds by asking both circles moves to the left so that one person will face a new one.
The secret is that when the teacher runs a few rounds, observe and grasp the answers and questions from students; the teacher can stop the activity to ask some retell what they were discussing.
This activity is good for students at all levels with around 20 students. In case you have more students, after a demonstration, you assign a leader to run for different double-circle conversation. It depends on how good students are to design the questions and manage the time for each round. It helps students to be more confident with learning as a game but to practice conversations and memory.
For kids, the activity can just go with some model sentences and vocabulary exchanges among them.
This activity is always useful and helpful for me when I want students to review the lessons, get to know each other, brainstorm before creativity, and increase students-speaking time.
Thanks a lot!
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