Things to do in the ESL Classroom
Book 1

Introduction

Since 1991, the ESL Professional Development Center has created many different types of activities as a response to ESL teachers expressing a desire for new, creative, relevant and effective ways to engage learners. The activities in this booklet are warm-up activities, designed to help learners

• transition from whatever they were doing before they came to class,
  
• focus on what will follow during the class session,
  
• develop rapport with other learners and
  
• relax and enjoy learning.

Typically, adult ESL learners enter the classroom expecting class to be conducted much as their classes were when they were children–chairs lined up in rows, the teacher lecturing at the front, and students quietly writing or getting in trouble for talking instead of listening. Warm-up activities immediately demonstrate to the students that the adult learning situation is different from their early years. They will see that in class they will be using real language to communicate about things that matter to them, interacting with each other in groups, integrating reading, writing, speaking and listening from the beginning, and using materials from the real world.

Adult learners often are reluctant to speak English for fear of making mistakes or feeling stupid for not being able to express themselves like they can in their own language. By having pairs or small groups of students talking simultaneously, warm-up activities take the pressure off of individual performance and reduce anxiety. Working in pairs or small groups also provides learners the opportunity to practice more than just academic skills. It lets them practice teamwork, cooperation, negotiation, being a leader, being a follower, and other necessary social and workplace skills while they are learning the language that goes along with them. It also gives them the opportunity to use skills they already possess and to make valuable contributions even when their English is limited. You may have an artist, musician or math whiz in your class. Group activities and projects give them a chance to show what they know and they usually know much more than they can express verbally. Once learners begin to feel comfortable within their learning environment, self-esteem and confidence increase. With a little additional encouragement from the teacher they begin taking control of their own learning.

One wonderful thing about a learner-centered classroom is that the learners and their lives and environments provide a never-ending source of material for activities and discussions. Using everyday items that learners are familiar with also helps them develop literacy skills they will need for everyday living. Every classroom should be well stocked with

• Magazines
• Brochures
• Catalogs
• Ads from the newspaper
• Scissors, tape, paper, markers, etc

Before long, learners will be bringing in all kinds of materials that are relevant in their lives. 

The warm-up activities described in this booklet are intended to serve as examples or models. Please adapt them to your learners’ specific needs. Let your imagination go–invent new activities, then share those with other instructors. Much like the spreading ripple from a small stone thrown into a lake, each person can make a difference.