Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.9.0.Beta5/8.9.0.Beta5/980425bjb) with SMTP id QAA26110; Mon, 19 Jul 1999 16:44:26 -0400 (EDT) Date: Mon, 19 Jul 1999 16:44:26 -0400 (EDT) Message-Id: <852567B3.00707E62.00@aunotes1-gw.american.edu> Errors-To: lmann@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: rschwar@american.edu To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:3335] Re: circumlocution X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-type: text/plain; charset=us-ascii Status: OR A really effective and quick activity I learned to get students to talk is to have them describe or talk about some simple object for a timed minute. Use a pencil for example, or a book. They have to just blab until the minute is up. They can talk about what the object looks like, what it does, what is has in it ( book), its cost, --anything. It creates a lot of fun, and after the first time they are willing to tackle more and more talking. Another activity I've used is video taping a project on writing and presenting advertisements. The students create their own ads and then have to talk about their product or service for a full minute. For this they can have props etc. I time as I video tape and then we look at it immediately--when they see that they haven't talked for a minute they have to go off and write or dream up more to say. Again, it takes a little warming up, but once into it, they really dropped the inhibitions--even the shy Japanese and Korean students. Robin Schwarz
This archive was generated by hypermail 2b30 : Mon Oct 17 2005 - 13:59:25 EDT