ČOUPKOVÁ, Eva. Problem-solving Using Visuals: The Spread of a Rumour. Humanising Language Teaching. 2023, vol. 2023, No 1, p. 5-6. ISSN 1755-9715.
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Basic information
Original name Problem-solving Using Visuals: The Spread of a Rumour
Authors ČOUPKOVÁ, Eva.
Edition Humanising Language Teaching, 2023, 1755-9715.
Other information
Original language English
Type of outcome Article in a journal
Field of Study 60201 General language studies
Country of publisher United Kingdom of Great Britain and Northern Ireland
Confidentiality degree is not subject to a state or trade secret
WWW February 2023 - year 25 - Issue 1
Organization unit Language Centre
Keywords in English visuals; differential equations; ESP; Task-based learning
Changed by Changed by: PaedDr. Marta Holasová, Ph.D., učo 38218. Changed: 24/3/2024 20:21.
Abstract
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
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