Under graduate students who are educated in regional language find difficulties in using English language. The activities which can make them proficient enough are expected.
The activities should meet several criteria:
Just to add on one more point to those listed by Michael (above), perhaps you should also consider the issue of motivation. Do these students see reasons why it would be helpful for them to learn English? If they are already strongly motivated (for example, because they perceive that good English will help them find good employment) then there is no issue. But if some or all of them see learning English as a pointless chore, it might be good to begin the course/module with interactive activities which help them to see the various possible advantages of improving their second language skills. This could be done in English or in L1.
I suport Marek and Pool's suggestions. In addition, I suggest to plan activities that are ''multi modal sensory'' where the learner will integrate communication in many sensory modalities. Indeed, audio-visual inputs are essential.
Group activities are very effective and foster language learning. This could even be a simple discussion about what is to be done in a crisis like the massive floods in Chennai. The students can take the roles of people like a social activist, director of the centre for disaster management and so on and discuss this. The activity is watched by the rest of the class and later this in itself becomes a point of discussion. If audio visual facilities are available get the students to watch a video and then start the class.
You can also use social media to engage them in topics of interest such as movies or sports. I have attached a relevant conference paper that showed how this can be done.
Best regards,
Debra
Conference Paper Social Media in Education: Bringing Your Classroom to Life -...
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