Yes, you can use it with low level students. But you will need to be more specific with language that you want them to practice.  Introduce the key utterances (Is that your married name or maiden name?  Is that a family name?  Is that your fathers name?  Is that a saint's name?, etc.), practice the key utterances in class, then divide into pairs for an activity like the one I described.

________________________________

From: englishlanguage-bounces at nifl.gov on behalf of Anne Ricketts
Sent: Tue 11/14/2006 11:03 PM
To: englishlanguage at nifl.gov
Subject: [EnglishLanguage 842] Re: meaningfulactivitiesthataddresslearners'identit




John,

Does this name game work with low-level students? How could you adjust it to
low-level students or have you done it successfully before?

Anne


>From: "John Stevenson" <jstevenson at hcde-texas.org>

>Reply-To: The Adult English Language Learners Discussion

>List<englishlanguage at nifl.gov>

>To: "The Adult English Language Learners Discussion

>List"<englishlanguage at nifl.gov>

>Subject: [EnglishLanguage 837] Re: meaningful

>activitiesthataddresslearners'identit

>Date: Tue, 14 Nov 2006 10:19:23 -0600

>

>An activity that I enjoy is "Tell me about your name"

>

>Divide students into pairs and have them interview each other about

>their names.  Origin, family connections, meanings, thoughts of parents

>when name was given, changes a person has made in their name over the

>years, appearance when written, sound of name, etc.   Afterwards, have

>the pairs introduce each other to the group.

>

>You will be amazed at the lively discussion that ensues.

>

>John Gilbert Stevenson

>Grant Services Manager

>Texas LEARNS

>The Texas Adult Education and Family Literacy Partnership

>

>(713) 696-0716

>jstevenson at HCDE-Texas.org

>-----Original Message-----

>From: englishlanguage-bounces at nifl.gov

>[mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Anne Ricketts

>Sent: Tuesday, November 14, 2006 9:42 AM

>To: englishlanguage at nifl.gov

>Subject: [EnglishLanguage 835] Re: meaningful activities

>thataddresslearners'identit

>

>Thanks a lot for your ideas. That's great!

>

>Anne

>

>

> >From: "Steinbacher, Mikal" <msteinbacher at cascadia.ctc.edu>

> >Reply-To: The Adult English Language Learners Discussion

> >List<englishlanguage at nifl.gov>

> >To: "The Adult English Language Learners Discussion

> >List"<englishlanguage at nifl.gov>

> >Subject: [EnglishLanguage 834] Re: meaningful activities that

> >addresslearners'identities

> >Date: Mon, 13 Nov 2006 14:59:24 -0800

> >

> >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

> >

> >_________________________________________________________________

> >Get today's hot entertainment gossip

> >http://movies.msn.com/movies/hotgossip?icid=T002MSN03A07001

> >

> >----------------------------------------------------

> >National Institute for Literacy

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> >Message sent to msteinbacher at cascadia.ctc.edu.

> >

> >

>

>

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>

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