part-II

5. Provide learners with an opportunity to read the story. They can read it in unison, or take turns
reading it out loud.
6. Use the story to develop reading skill-building activities. For example, you can make sentence
strips and have learners put the sentences in order. To build vocabulary sight words, you can
create cloze activities in which learners fill in the blanks with key words. See sample language
experience approach activities below.
Evaluation: The sharing of the experience and the language experience approach activity itself can
give the teacher an idea about how comfortable learners are feeling with the class, other learners, and
the topic. An individual’s part of the group story can give a little bit of information about oral
proficiency. Teachers can monitor reading and writing skills as learners complete follow-up
activities.
Extension activities: Learners can write a letter to someone they know telling about the experience
in their own words.
(Adapted from the REEP Adult ESL Curriculum. Available from www.apsva.us/reep. Adapted with
permission.)
Sample II–28: Language Experience Story and Follow-up Activities
(High Beginner Level)
Yesterday our class went to the National Zoo in Washington, DC. At 9:00 AM we took the Metro
and got off at the Woodley Park stop. We walked about three blocks from the Metro to the National
Zoo. First, we saw the giraffes and elephants. Then we saw the seals. Finally we saw the pandas.
The pandas were so cute! We stayed at the National Zoo for two hours. At 11:30 AM we took the
Metro back to school.
Sample II–28a: Strip Story
Directions to the teacher: Cut the following sentences into strips. Give each pair or group of
students a sentence. Suggest that the students read each of the strips aloud to start. Then, tell them
to put the story back in order without looking at the original. Tell them to notice words that tell you
when something happens, such as “first,” “then,” and “finally.” When the students are ready, they
can read the story to you, each group or pair reading their sentence strips in order. Discuss with
them why they put the sentences in the order they did.
We stayed at the National Zoo for two hours.
Then we saw the seals.
The pandas were so cute!
At 11:30 AM we took the Metro back to school.
Yesterday our class went to the National Zoo in Washington, DC.
At 9:00 AM we took the Metro and got off at the Woodley Park stop.
We walked about three blocks from the Metro to the National Zoo.
First, we saw the giraffes and elephants.
Finally we saw the pandas.
___________________________________________________________
PART II: ACTIVITY PACKETS
Activities to Promote Interaction and Communication II–53
Sample II–28b: Cloze Activity—Practicing Prepositions
Directions: Read the paragraph about our trip to the National Zoo. Then use the words from the list
below the paragraph to fill in the missing words. Use each word just one time.
Yesterday our class went to the National Zoo ____ Washington, DC. ___ 9:00 AM we took the
Metro and got off at the Woodley Park stop. We walked three blocks ___ the Metro to the National
Zoo. First we saw the giraffes and elephants. Then we saw the seals. Finally we saw the pandas.
The pandas were so cute! We stayed at the National Zoo _______ two hours. At 11:30 AM we took
the Metro back _____school.
at in to from for
Activity II–6: Games
Highlights: There are several kinds of games that learners enjoy in the classroom. Games give
learners opportunities to use the language they are learning in non-threatening, enjoyable contexts.
Teachers can adapt standard games like Bingo or make up their own simplified versions of games
based on TV game shows like Jeopardy or The Price is Right.
Context: Games like Bingo, Concentration, The Price is Right, or Go Fish are appropriate for
literacy- and beginning-level classes including general ESL, family literacy, and workplace.
Spelling bees may work with beginning or intermediate classes. Team competitions or more
complicated games such as Jeopardy (where students are given answers and have to ask questions)
can be appropriate at any level. However, as with any instructional activity, students need to be told
why they are doing the activity (for example, to practice asking “what,” “when,” “where,” and
“why” questions, or to practice the letters of the alphabet). Otherwise, they may think the activity is
not serious and may be hesitant to participate.
Estimated time: At least initially, it may take some time for students to learn the rules of the game.
After a few practices, however, the games should take less time. However, games should not be
overused. For example, in an intensive class of 10-15 hours a week, learners might want to play
Bingo or another game for an end of the week treat (that reinforces the week’s new vocabulary). In a
non-intensive class of four hours a week, students might not want to give up their learning time to
play a game.
Materials: Items vary according to the game, but many can be homemade. Some ESL specific
games are sold by educational companies, and the rules of some standard games can be adapted for
classroom use.
Objectives: Adult students learn to understand a variety of spoken (and written) instructions and
how to make appropriate conversation in social groups, including asking for clarification and politely
disagreeing. Specific goals such as learning numbers or new vocabulary are associated with
particular games.
Procedure: Luckily, most students are familiar with game-playing and may know the same or
similar games as the ones you introduce. The best way to introduce a game is hands-on. That is,
demonstration is more effective than lengthy explanation.
Practice: Learners work in groups or pairs to play the game. There may be some confusion and
game rules may evolve, but as long as learners are participating, the activity is useful.
PART II: ACTIVITY PACKETS ______________________________________________________
II–54 Activities to Promote Interaction and Communication
Evaluation: If the adult English language learner can successfully and happily participate, the
activity has been successful. For example, in bingo learners are able to identify letters and numbers
correctly, and in Jeopardy, they are able to ask questions.
Extension activities: Games like Concentration can be played alone at home for practice. Other
games like Go Fish can be played with friends or family.