Tips for Maximizing the Effectiveness of Activities
Communicative activities such as those described below can be used successfully with many
class levels. They are especially crucial for literacy- and beginning-level classes as vehicles
to move learners toward independent and confident learning. To make these activities as
useful as possible there are a few things to remember:
• Keep teacher talk to a minimum. Explain as much as possible by demonstrating the
process, explaining in different ways, and repeating. Don’t worry if every learner
doesn’t understand every part of an activity. Move on when the majority of the
learners get the idea, and then circulate and help as needed—unobtrusively. One
way to gauge the success of a class for English language learners is to observe how
much or how little the students are depending on the teacher. The more learners are
working independently, in pairs, or in small groups, the more successful the class.
• Literacy- and beginning-level learners, as well as those at intermediate and advanced
levels, are highly competent individuals. They may lack English and (for some)
school skills, and it is the teacher’s job to help them with that. These adults have
successfully weathered many difficulties to get to class. Give them the credit they
deserve.
• Have fun. Communicative activities are designed to be lively, interactive, and fun.
When people are comfortable they are likely to learn more. An active, cooperative
class is a class where a great deal of learning—social, cultural, and linguistic—is
evident.
Communicative activities provide opportunities for learners to use the language with one
another and with people in the community. The activities included on the following pages
can be used with literacy- and beginning-level learners.
Sample Activities
The following activities provide opportunities for interaction and communication:
Activity II–1: Class Survey Activity II–2: Conversation Grid
Activity II–3: Line Dialogue Activity II–4: Information Gap
Activity II–5: Language Experience Approach Activity II–6: Games
Reference
Moss, D., & Ross-Feldman, L. (2003). Second-language acquisition in adults: From research to
practice. Retrieved December 14, 2004 from http://www.cal.org/caela/esl_resources/digests/
sla.html