Regarding the video.
 
Theoretically and in experience I completely agree with the instructor.  The more we can do to mediate the effect of affect, the better! 
 
Obervation:  His class is very young overall.  I find it easier to get younger students to engage in these activities.  My students (mostly moms of PK to 12th graders) seem to prefer problem-based or project-based group activities (collaborative learning) - Team Scavenger Hunts (real world, print,  or cyberspace).  Older students seem to prefer "Find someone who" and other bingo-type games.  
 
USUALLY, for any kind of games, I find that if I "go first" (like when we do a mock fashion show), it sets the tone.  The sillier I act, the more likely they are to "let go" and enjoy themselves.  Of course, I probably wouldn't let anyone put that on video......
 
 


 

Grace and Peace!
Glenda Lynn Rose, PhD

ESL Instructor
Austin Learning Academy
841-4777
 

--- On Tue, 5/19/09, Miriam Burt <mburt at cal.org> wrote:

From: Miriam Burt <mburt at cal.org>
Subject: [EnglishLanguage 4311] Using group games to teach the present continuous - a video and questions.
To: "The Adult English Language Learners Discussion List" <englishlanguage at nifl.gov>
Date: Tuesday, May 19, 2009, 5:33 PM








Hi, all.
I’ve enjoyed the conversation today and think we’ve had several interesting suggestions on teaching the present continuous explicitly and implicitly. Please feel free to continue to post on the topic as you like, but…..
 
I’d like to direct you to the next part of our online study circle – the watching of a short video of a teacher using games to teach the present continuous and the answering of some questions about what you see in that video.
 
The video, "Using Group Games to Teach the Present Continuous Tense," is at the  Media Library of Teaching Skills (MLoTS):www.mlots.org
  
The page you will be looking at is 
 http://www.mlots.org/vermont/louisgiancola.html
 
To watch the video, click on the image of the video on the right hand side. The video is less than 5 minutes long and shows teacher Louis Giancola teaching the present continuous. 
 
On that Web page you can also read a synopsis of the affective filter concept – a concept the teacher refers to in the video. Please read that brief description.
 
After viewing the video once or twice, I invite you to post answers to these questions:
 
            a. What practices in the video do or don't you like? Why?
            b. What questions would you like to ask the teacher or students?
            c. Were there any surprises? If so, what?
            d. Do you have any other comments? 
 
Note to early bird readers and posters: I might not post your responses to these questions right away;  I might wait a least until the end of the day tomorrow to allow others time to view the video on their own before reading others’ ideas. But I will post your responses!
 
Looking forward to hearing from you.
 
Miriam
 
Miriam Burt
Moderator, Discussion list for practitioners working with adult English language learners
mburt at cal.org
 
P.S. You will probably notice that there are also links on the Web page to two longer pieces on linguist Stephen Krashen’s theories at  http://www.sk.com.br/sk-krash.html and http://www.languageimpact.com/articles/rw/krashenbk.htm You don’t have to read these unless you want to; I don’t see them as integral to the discussion. Also, as I don’t espouse Krashen’s theories in their totality, lock stock and barrel, everywhere and in all cases, I can’t in all good conscience ask you to read these rather long pieces. The synopsis of the affective filter on the Web page is enough, I think, for a discussion of the video on this list. 
 




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