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Discuss, chat and talk about Happiness with the given clues:
1. Talk about what makes you happy.
2. Do you think happiness is the most important thing in life?
If you don’t, what do you think?
3. Can money buy happiness? If you were rich, would that make you happy?
4. What do you think, “always look on the bright side of life” really means?
The following activity can be done either as a debate or as a group discussion:
The students are allowed freely to discuss and debate among themselves. The students are allowed to think about what they are going to argue with their oral proficiency. They are divided into two groups; one prepares the case in favour of oral testing, the other against. They are advised to prepare their case as convincingly as they do for the sake of argument.
One or two main speakers present the case for each group, and the discussion is thrown open to other participants. In this way all the participants are made to talk and the result of the debate is left to voting and the students are advised to vote according to their own inclination.
3. Role-play:
The usage of role-play in ESL classrooms is implemented when the students are asked to say the lines of a dialogue. The use of role play has got a tremendous number of possibilities for communication practice. The students are not to the kind of language used by learners in a classroom; they can be shopkeepers or buyers, bankers or customers, doctors or patients; they can be bold or frightened, amused or irritated, they can be in Royal Palace or in Mars; they can be advising, laughing, condoling. The language can vary correspondingly according to the situations, according to the profession, status, personality or mood of the character being role played. All these activities take place to serve the communicative purpose or functions required. Sample role play activities:
A.Plays:
The students are asked to choose their favourite plays they have already read or composed, or from the actual literature of the target language. They are also allwed freely to role play only a portion or a particular scene from a play. They could write out their own scripts also and perform before the audience.
B.Simulations and Role play:
In simulations the individual participants speak and react as themselves, but the group role, situation and task is an imaginary one. Sample exercise: The students are informed that they are the committee members of a newly organized old age home. To set up the home properly with all kinds of amenities they would need more money, so they have to raise the fund. For raising sufficient money, ways and means of collecting fund are elicited from the students and the teachers also provide their suggestions.
This task can be done in small groups, with no audience.
Role play:
Participants are given a situation with problem or task but with individual roles, which are written out on cards. For example:
Role card A: The student is given the role of a customer in a cake shop. He/ she want to buy a chocolate cake for the birthday.
Role card B: Another student is allocated the role of shop assistant in the cake shop. The shop has got varieties of cakes, except chocolate cake.
Now the students are allowed freely to open up the conversation or dialogue and to proceed with the same in the most interesting form.
C .Interview Skill
This is the main focus and object of our training the students for employments. The students are explained the various rules in attending an interview and tips are given to face interviews successfully. The dress code to be followed, the manner of speaking, and general etiquettes are described to them, making them to face any interview in a bold way. All the students are made to take up this model job interview activity mainly to eradicate their inferiority complex to speak in English
The students are explained why they need jobs and a list of their requirements are enumerated as follows:
With these tips and clues the students are encouraged and motivated to appear any type of job interviews, as jobs are very essential for our students who are from rural places and whose only aim in higher education is to get a job!
The materials we have examined so far have been largely within the general language teaching framework and easily available materials only can cater the needs of the rural students. This is the reason why we have hardly used hi- tech materials. But if a student wants to speak in an academic community, more use of hi-tech materials with academic purposes should be used by the teacher.
Another program that can increase students’ communicative activity is Flippity interactive tasks.
Flippity is an online service that lets you create a variety of interactive learning activities based on Google Sheets. In terms of functionality, Flippity is similar to such popular services as Learning Apps, Quizziz, Classtools.
The most popular types of Flippity interactive tasks:
Text input exercise;
Spellchecking;
Crossword;
Tournament table;
Timeline;
Word search;
Bingo.
For each task, instructions for creating, as well as a template and a demo version are available. Flippity's interface is in English, but has an intuitive interface. Also, when working with the service, you can use the automatic translator built into the browser, for example, this feature is available in the Google Chrome browser. Registration on the service is not required, but when working with it, you will need a Google account, so it must be created in advance, since interactive tasks will be created based on data from Google tables. The service is completely free. Working with Flippy. Creating a crossword To get started with Flippity, you first need to sign in to your Google account. Next, open an adjacent tab in your browser and go to http://flippity.net/. Next, in the list of tasks, select a crossword puzzle, and click on the button Template (template), and then - "Create a copy."
The computer does not replace the teacher in foreign language lessons, but is an effective assistant that improves the quality of teaching and the effectiveness of control. The main and leading figure in the lesson is the teacher, the use of computer technology is one of the effective ways to organize the educational process. The use of even the most advanced multimedia products cannot replace live communication in the classroom. But in the realities of the new millennium, the use of information technology achievements, although problematic, is necessary.
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