How Do You Reference An Image In Apa Style Paper Using Open-Ended Activities in a Mixed Ability ESL Class

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Using Open-Ended Activities in a Mixed Ability ESL Class

ESL (English as a Second Language) teachers should use activities that expose ESL students as much as possible to as many opportunities as possible. This article presents activities that can be used with large ELL classes in different instructional settings.

Why open-ended projects?

In a mixed-ability ESL classroom, teachers should plan for class participation rather than individual student work such as calling a student to the board, or one student writes the answers on a flip chart in the classroom. One of the ways that teachers can facilitate this process is to have a variety of open-ended exercises.

Use open-ended activities in different lessons

An open-ended game for students to work on independently and allows for multiple answers. However, for the purpose of whole class participation, teachers should focus on activities that ALL students can do together. At this time, the teacher observes the students’ answers, correcting where possible.

This kind of interaction gives the teacher more control over classroom management and classroom organization. The teacher can use open-ended activities during different parts of the lesson especially in the first twenty minutes of the lesson when the students are learning or reviewing the content. alarm (contents).

Open ideas for the beginning of the lesson

1. Encourage brain-opening activities (multiple responses to a teacher’s cue)

2. Encourage students to answer all together, by pointing to things, raising hands or fingers, answering in chorus, moving their bodies, ticking off things or writing answers.

For example, if you are teaching colors and parts of the body, for example, you can ask students to open their books and point to objects (in this case, bodies or colors ) that you say. If you’re reviewing words using pictures, include pictures. Students must hold the fingerprint according to the picture.

The last activity

1. Students can rewrite the new Lexi learned in the lesson using the picture-number sequence (listed above) or just point to the pictures in their books.

2. Statements. Students can write a letter or even nonsense. Intermediate students can write words and advanced students can write sentences or phrases.

3. Command play – just tell the students to do something or Simon Says.

4. Quick predictions – according to the drawing on the board.

5. Brain: how many things can the students think of that… start with a letter, have a letter in them, be an animal, have a color, be in this room, or whatever you like what Give them a goal but a goal like let’s go to 10 / 20 / 30 words, and try to reach. or:… we have 3 minutes in the lesson, let’s see how much we can get.

Last words

It is important that the teacher and the student understand that students will progress at different rates. The importance of engaging with the whole class using open-ended activities. Students need to understand that they are working at a level that will take them to the next step. This is the heart of the principles of differentiation.

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