Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h27NQ9P01257; Fri, 7 Mar 2003 18:26:09 -0500 (EST) Date: Fri, 7 Mar 2003 18:26:09 -0500 (EST) Message-Id: <Pine.GSO.4.21.0303080057500.16121-100000@hamlin.cc.boun.edu.tr> Errors-To: listowner@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: Meral Kara <karamera@boun.edu.tr> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:8790] Re: Questions... X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: TEXT/PLAIN; charset=US-ASCII Status: O Content-Length: 1852 Lines: 37 David, >What are the most important things for our students to know about the >English language? (understandably a very subjective question) >What are some ways you put fun and play into your classroom (or work >environment)? I usually try to follow a functional notional approach in the classroom. I try to find the needs of my students first, depending on their level of English, and then I create scenarios like at the busstation, asking for directions, reading a map, or bringing in somepackages and reading the ingredients etc. If they have particular pronunciation problems due to their mother tongue, and if they are not forming a majority I try to help them in groups and on my own time, though it becomes difficult sometimes. But once I had a class of Chinese students and it was easier to deal with it in class. I sense that if it is a multinational class, some of the students feel discouraged if you deal with their pronunciation in class. For the fun part, I think they most of the time enjoy roleplays and group activities. if they are more advanced, I start a short story reading in the class and assign the rest of it and then wwe discuss the personality of the characters and settings etc. I once observed an experienced teacher in a beginner class of immigrants. I can't remember the name of the book, but she brought a nice picture book with very simple English that described the political parties and the parliament system in the states and she told me that she would discuss the things that they should know about a candidate before voting etc with more advanced students. I think what you teach is more or less shaped by your students and their needs. Last semester we went through the Texas Drivers Handbook and for this time of the year it might be a good idea to have a look at the tax forms. Regards, Meral
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