J 2023

Problem-solving Using Visuals: The Spread of a Rumour

ČOUPKOVÁ, Eva

Basic information

Original name

Problem-solving Using Visuals: The Spread of a Rumour

Authors

Edition

Humanising Language Teaching, 2023, 1755-9715

Other information

Language

English

Type of outcome

Článek v odborném periodiku

Field of Study

60201 General language studies

Country of publisher

United Kingdom of Great Britain and Northern Ireland

Confidentiality degree

není předmětem státního či obchodního tajemství

References:

Organization unit

Language Centre

Keywords in English

visuals; differential equations; ESP; Task-based learning
Změněno: 24/3/2024 20:21, PaedDr. Marta Holasová, Ph.D.

Abstract

V originále

This activity is good for pairs or groups of three to four students. It includes speaking, describing graphs and visuals and subject-specific vocabulary, and can be applied in lessons based on ESP or in general English lessons for students interested in science and data interpretation. I use this activity in my course English for Mathematicians; this course is attended by students of all branches of mathematics whose knowledge of English is usually between B1 and B2 levels of CEFR. As we teach both Academic English and subject-specific terminology, this activity is great as it nicely combines both of these approaches. Discussing graphs and visuals enhances the debating and presentation skills of students as they first try to solve the problem based on visuals, discuss the best alternatives in their groups, and then present their opinion to the class. It also includes critical thinking and analytical skills because the students try to interpret and understand the real-life situation and then opt for the best solution. The aim of the exercise is to discuss and describe graphs in a creative and engaging way. Students can consolidate their knowledge of vocabulary, structure and grammar patterns and offer their own solution to the problem that they share and discuss. This activity is good for pairs or groups of three to four students. It includes speaking, describing graphs and visuals and subject-specific vocabulary, and can be applied in lessons based on ESP or in general English lessons for students interested in science and data interpretation. I use this activity in my course English for Mathematicians; this course is attended by students of all branches of mathematics whose knowledge of English is usually between B1 and B2 levels of CEFR. As we teach both Academic English and subject-specific terminology, this activity is great as it nicely combines both of these approaches. Discussing graphs and visuals enhances the debating and presentation skills of students as they first try to solve the problem based on visuals, discuss the best alternatives in their groups, and then present their opinion to the class. It also includes critical thinking and analytical skills because the students try to interpret and understand the real-life situation and then opt for the best solution. The aim of the exercise is to discuss and describe graphs in a creative and engaging way. Students can consolidate their knowledge of vocabulary, structure and grammar patterns and offer their own solution to the problem that they share and discuss. Level: Intermediate to advanced (B1-B2). Time: Approximately 20-30 minutes. Target structure: language for describing visuals