Publication details
Problem-solving Using Visuals: The Spread of a Rumour
| Authors | |
|---|---|
| Year of publication | 2023 |
| Type | Article in Periodical |
| Magazine / Source | Humanising Language Teaching |
| MU Faculty or unit | |
| Citation | |
| web | February 2023 - year 25 - Issue 1 |
| Keywords | visuals; differential equations; ESP; Task-based learning |
| Description | 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 |