Monday, August 6, 2007
The day, having a topic called WHO ARE WE? Included a great variety of learning experiences meant to help students request information and introduce themselves to the others in a very original and interesting way.
Teachers were trained to use several types of teaching activities which they practiced with their group of students in the afternoon classes.
Developed in a completely relaxing atmosphere, the first activity consisted of lining students up according to different criteria like: date of birth, alphabetically by country of origin, etc. The second activity involved students in a game where they told the others their name, an adjective beginning with the same letter as their name, and a particular movement/gesture.
After these two activities, suitable mainly for the warm-up section of a lesson, students were told how to make an index card about the history of their lives, in which they should express their ideas especially by drawings. This strategy was particularly appreciated by students, who saw in it a wonderful opportunity to intermingle drawing and speaking English together with information sharing and expressing appreciation.
Another type of learning activity, enthusiastically received by the students, was the acrostic of their names, seen as an unexpected way of speaking about their feelings, desires, and hopes.
The brainstorm connected to an ideal classroom was meant to prepare students for a final poster in which they should express ground rules and other ideas about human relationships, personal involvement, creativity, inspiration and encouragement.
The song, “What a Wonderful World,” which students listened to and then sang together with the tape appealed to their sensitive part and, besides, was a starting point for further reflection about the beauty of the world as it is. Students were also invited to get the main idea and comment upon the message of the song.
In the feedback they got, teachers realized that, by integrating the skills of listening and speaking in an appropriate way, and by employing these teaching techniques and procedures students interested more easily and felt delighted about it. N
The idea of teachers working simultaneously with the same group was quite challenging and contributed to higher degree of dynamism, originality and understanding for the class.
Daniela Petrescu, Bacau, Romania
The day, having a topic called WHO ARE WE? Included a great variety of learning experiences meant to help students request information and introduce themselves to the others in a very original and interesting way.
Teachers were trained to use several types of teaching activities which they practiced with their group of students in the afternoon classes.
Developed in a completely relaxing atmosphere, the first activity consisted of lining students up according to different criteria like: date of birth, alphabetically by country of origin, etc. The second activity involved students in a game where they told the others their name, an adjective beginning with the same letter as their name, and a particular movement/gesture.
After these two activities, suitable mainly for the warm-up section of a lesson, students were told how to make an index card about the history of their lives, in which they should express their ideas especially by drawings. This strategy was particularly appreciated by students, who saw in it a wonderful opportunity to intermingle drawing and speaking English together with information sharing and expressing appreciation.
Another type of learning activity, enthusiastically received by the students, was the acrostic of their names, seen as an unexpected way of speaking about their feelings, desires, and hopes.
The brainstorm connected to an ideal classroom was meant to prepare students for a final poster in which they should express ground rules and other ideas about human relationships, personal involvement, creativity, inspiration and encouragement.
The song, “What a Wonderful World,” which students listened to and then sang together with the tape appealed to their sensitive part and, besides, was a starting point for further reflection about the beauty of the world as it is. Students were also invited to get the main idea and comment upon the message of the song.
In the feedback they got, teachers realized that, by integrating the skills of listening and speaking in an appropriate way, and by employing these teaching techniques and procedures students interested more easily and felt delighted about it. N
The idea of teachers working simultaneously with the same group was quite challenging and contributed to higher degree of dynamism, originality and understanding for the class.
Daniela Petrescu, Bacau, Romania
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