Anne, I have taught level 3 and 4 for a number of years, but did teach level 2 once or twice.  I found that this works well at all of those levels.  
 
The first day of class I introduce myself and share information about "me", including the number of years I've been teaching ESL, previous employment, marital status, number of children and pets... anything that comes to mind that I'm comfortable sharing.  
 
I then ask for a volunteer to start us off.  They are asked to share their name, their country of origin, and what ever else they are comfortable sharing.  Marrital status is a requirement .. and if they are single, I ask if they are available for those in the class who might be interested.  That always gets a laugh and relaxes them.
 
The volunteer then selects the next student who needs to tell the class the first student's name, and his/her own.
When s/he is done, the person next to him/her is the next speaker.  S/he has to tell the class the 1st and 2nd students' names ...and it continues around the room!  
 
By the time we're done, we've heard their names multiple times, I've drawn a "map" of students so I can learn their names, and the students have had a chance to pronounce each other's name.  They are asked to sit in the same seat for least 2 weeks so I have a chance to learn their names.  
 
So, I kill 2-3 birds with one stone .. and students get the opportunity to speak and listen!  
 
 

________________________________

From: englishlanguage-bounces at nifl.gov on behalf of Anne Ricketts
Sent: Sun 11/12/2006 4:03 PM
To: englishlanguage at nifl.gov
Subject: [EnglishLanguage 828] meaningful activities that address learners'identities



Hi,

My name is Anne and I am a MA TESOL student at San Francisco State
University.

I am writing a research paper on what specefic practices or activities ESL
teachers use to address learners' identities.

I know this is a broad topic, but I am looking for specific activities that
you, the teachers, have found successful in getting to know who your
learners are, particularly low-level Students.

The activity could involve any facet of identity, either personal or
cultural.

And, what are the results or visible changes you see in the learners as a
result of these activities?

Thank you. I would appreciate any input.

Anne

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