Download to read offline
More Related Content
Similar to Talk about it: Developing discussion tasks for young learners #iatefl2019
Talk about it: Developing discussion tasks for young learners #iatefl2019
- 1. Talk about it: Developingdiscussion tasks for young learners Michelle Worgan Freelance materials writer & ELT teacher IATEFL 2019 Wednesday 3rd April, 17:30, Room 22
- 2. See Think Wonder Image by natureaddictfrom Pixabay
- 3. What do yousee? What do you think? What do you wonder? Image by natureaddict from Pixabay
- 4. Step Inside Photo credit:Immanuel Giel reused under CC-BY-SA-4.0 license
- 5. Choose a thingor person in the picture. What can they see? What can they hear? What do they think? What do they care about? Photo credit: Immanuel Giel reused under CC- BY-SA-4.0 license
- 6.
- 7. Global Issues 3 minutetask: Think of 3 to 5 global issues that your students may have heard about in the news or on social media that you could discuss in class.
- 8.
- 9.
- 10.
- 11. Question Starts 1. Brainstorm alist of questions about the topic. Use these questions starters to help you: Who? What? Where? When? How? Why? 2. Choose the most interesting questions and discuss. 3. What new questions or ideas do you have now?
- 12. BREXIT QUESTION STARTS 1. Brainstorm alist of questions about BREXIT. You have 1 minute. 2. Choose the most interesting questions and discuss. You have two minutes! 3. What new questions or ideas do you have now?
- 13.
- 15.
- 16. Tips for writingdiscussion guidance questions Start with a general question 1 Make questions personalised 2 Grade language carefully 3
- 17. Example discussion questions- refugee crisis Why do people move to another country? Do you want to live in a different country? Why (not)? Which countries are good places to live in? Imagine you have to leave (Spain). Where do you go? If you lose your home, what will you do? How do you feel? Why do families leave countries like Syria or Somalia? Why do they need help? What can we do?
- 18. 5 minute GroupTask: Choose one of the topics from the list. Write a set of questions to guide a discussion. 1. Social inequality & welfare 2. Climate change 3. Domestic / gender violence 4. Racism 5. Endangered species 6. The refugee crisis 7. The use of drugs in sport 8. Mental health 9. Gender equality 10. Basic human rights
- 19.
- 20. Ways of scaffolding • Pre-teachvocabulary and useful phrases • Provide multiple-choice options • Model and rephrase • Use sentence starters • Hang up posters with key words/phrases • Provide word banks or lotto cards • Use graphic organisers
- 21. Photo credit: Al S onflickr
- 22. Question Types • What thingsdo people need money for? (open question - brainstorm ideas) • Imagine you are very poor. What do you spend your money on first? • (open question with multiple choice options) • home • food • clothes • toys
- 23. Model discussion • Teacher: Whyare some people poor? • Student A: No job • Teacher: They don’t have a job. Good point! Why don’t they have a job? • Student B: There aren’t many jobs. • Teacher: Ok, so there aren’t enough jobs for everybody? • Student C: No. And the jobs pay bad. • Teacher: Ok, now talk in pairs about how poor people can improve their situation.
- 24. Sentence Starters People usefood banks because they … Food banks are a good idea because … We can all give something to a food bank, for example … Another way we can help poor people is …
- 25. Word banks andLotto cards social media private public account post share delete location online cyberbullying update your status password username block message upload/downloadVerbs Nouns Adjectives share account private post post public delete location online update cyberbullying block password upload/download username
- 26. can help learnersprepare for oral discussions allow learners to focus on developing their ideas before they speak help learners remember what they want to say By Lyndsey Kuster on Teachers Pay Teachers Graphic organisers
- 27. Dynamics • pairs • smallgroups • large groups • whole class Tip: Start off with pair work and gradually work towards large group or whole class discussions or feedback Photo credit: Lucélia Ribeiro on Flickr
- 28. Follow up tasks •Graphic organizers for written tasks • Posters/leaflets • Research • Role Plays • Community Action
- 29. I used to think...,but now I think… Use the sentence stems to reflect on this session. I used to think … But now I think ... • What did you think at the beginning of this workshop? • Has your opinion on discussing global issues changed? How? What have you learned? • What do you think now? • Which activities do you plan to try out with your students?
- 30. Thank you forcoming! Visible Thinking Routines: • http://www.pz.harvard.edu/projects/visible-thinking • http://www.visiblethinkingpz.org/ • Making Thinking Visible by by Karin Morrison, Mark Church, and Ron Ritchhart Global Issues: http://www.teachingenglish.org.uk/sites/teacheng/files/PUB_2 9200_Creativity_UN_SDG_v4S_WEB.pdf Contact details: [email protected] LinkedIn: Michelle Worgan Twitter: @michelleworgan For info on Global Stage visit the Macmillan Education stand in the Exhibition.