Re. the name game, if the learners' names are written on the board, it's
good to show where the stress is in the names, either by a dot on top or
underline where the stress is. I would do this when I introduce myself
to new learners. People do appreciate their names being pronounced
correctly.
Clare 

Clare El Azebbi
Development Coordinator 
Learning Connections
Communities Scotland
Floor 8, Highlander House
58 Waterloo Street
Glasgow, G2 7DA
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-----Original Message-----
From: englishlanguage-bounces at nifl.gov
[mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Grant, Sandra
Sent: 14 November 2006 21:17
To: The Adult English Language Learners Discussion List
Subject: [EnglishLanguage 838] Re: meaningful
activitiesthataddresslearners'identit

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I think the name game is excellent. We have tried it with all types of
groups. We often forget how important names are to people. We have a
sheet divided into 4 sections with a large circle in the middle. In the
Center they put their entire name. In the upper left their first name,
upper right their middle name, lower left their last name, and lower
right their nickname. They are then asked to write in as much as they
know about how they came to have the name they have. The origins of the
last name, how their names were chosen etc. If the group is small we
have each person till about their name, for larger groups we break them
up into groups to talk about their names. It works well because people
remember their name and a kind of bond builds within the group. This
leads will to other group activities.

Sandra Grant
Utah State Office of Education

-----Original Message-----
From: englishlanguage-bounces at nifl.gov
[mailto:englishlanguage-bounces at nifl.gov] On Behalf Of John Stevenson
Sent: Tuesday, November 14, 2006 9:19 AM
To: The Adult English Language Learners Discussion List
Subject: [EnglishLanguage 837] Re: meaningful
activitiesthataddresslearners'identit

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

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

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

>

>




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