• Free Resources
  • Project Ideas
  • Login/Register Remember Me Register

esl problem solving activities

Cultivating Growth Mindset: Problem-Solving Activities for Students Project & Activity Ideas Simulation Activity Educational Tips Cultivating Growth Mindset: Problem-Solving Activities for Students Educational Tips , Project & Activity Ideas , Simulation Activity Cultivating Growth Mindset: Problem-Solving Activities for Students

  • by English Teaching 101

Cultivating Growth Mindset with Problem Solving-Skills

As a teacher, we’ve got a super important mission: to plant and nurture the seeds of a growth mindset in our students. It’s like giving them a magic key that unlocks their potential to tackle challenges head-on, keep going when things get tough, and see hard work as their secret weapon to success. And you know what’s at the heart of this? Yep, you guessed it – problem-solving skills. These aren’t just for acing tests; they’re real-life super skills that help our kids navigate the twists and turns of the world out there. So, let’s roll up our sleeves and dive into some fun, creative strategies and activities. Together, we’ll turn our classrooms into vibrant hubs where problem-solving magic happens every day!”

The Importance of Teaching Problem-Solving Skills to Students

Let’s talk about why problem-solving skills are the real MVP s in our students’ learning toolkit. Picture this: the world’s like a giant, ever-changing puzzle, right? Our students are going to be the puzzle masters of tomorrow! Whether they’re dreaming of being the next Einstein, a business mogul, or an inspiring educator, problem-solving is their golden ticket.

Now, here’s the cool part – as they flex their problem-solving muscles, they’re also giving their critical thinking skills a major workout. It’s like a brain gym where they learn to make smarter life choices. It’s a huge confidence booster! The Institute of Competition Sciences even says it not only helps students build confidence but also improves their achievement across all subjects.

So, let’s sprinkle our K-12 classrooms with some problem-solving magic and watch our students thrive!”

Top Problem-Solving Activities for Students

1. open-ended questions.

Open-ended questions are questions that require more than one word or sentence to answer. They can’t be answered with a standard response and require thoughtful answers. They can be used in a variety of ways, but they’re particularly helpful in promoting problem-solving skills. That’s because they encourage students to think about the problem themselves.

Open-ended questions allow students to think critically and respond in their own words. This helps students develop their understanding and build on what they already know. Open-ended questions also encourage students to think outside the box and apply what they are learning in new situations.

Here are some examples of open-ended questions teachers can use to help students develop their problem-solving skills:

  • How might we solve this problem?
  • What do you think?
  • What do you think is causing this problem?
  • Why do you think that happened?
  • What would happen if we did this?

2. Working on Chemical Equations

Chemistry is all about problem-solving, and you can use it to inculcate these skills in students. Chemistry equations show how atoms and molecules combine to form compounds and mixtures.

A chemical equation shows how to make a product from reactants. However, it doesn’t tell your students what the products are or how much you should use. That’s where their knowledge comes in, as they have to figure out the amounts of each reactant needed for a reaction to take place. This can make them think and try different ways to solve the problem at hand.

Chemical equations can also be used to determine unknowns, like the concentration of a solution. In fact, the subject itself can be complicated enough to make the students start thinking differently. According to a study in the De Gruyter Journal, chemistry students can develop problem-solving skills through chemical kinetics and equations.

For instance, chemical equations need to be written correctly. According to Proprep, symbols of elements in chemistry should be written appropriately. For instance, the symbol of nitrogen is a capital “N,” and cannot be written as a small “n.”

Hence, students will have to pay close attention when learning equations. These attentive skills are vital to help them develop problem-solving behavior. That’s because to solve any problem, students first need to pay close attention to the problem. Only after understanding the problem clearly, can they find a solution for it.

Additionally, you can also make students find Lewis structures for different chemical equations. Similar to the symbols of elements, creating Lewis dot structures for equations can help flow the creative juices of students’ minds. The reason is that there can be many possible ways to create a dot structure for an equation. However, only one of them can be correct.

Suppose you ask them to write HCN Lewis structure. In that case, all three elements – H, C, and N – have different numbers of electrons. The students will first have to calculate the number of electrons and create a bond accordingly to get the HCN Lewis structure .

You can ask them to try by themselves, and then even allow them to use online resources to find an answer. This will again teach them how they can find solutions to different problems they face.

3. Scavenger Hunts: Learning through Exploration

A scavenger hunt is a fun way to engage students in problem-solving. It also provides an opportunity for students to work together, which can help them develop more positive attitudes toward each other.

Here’s how you can set up your scavenger hunt:

  • Divide your class into teams of four or five students each. If you have fewer than 30 students in your class, consider having teams of three instead. This will give everyone more time during the activity and allow them all access to the materials needed for solving each puzzle.
  • Give each team a paper copy of its list. You could also create an electronic version that includes links back to various parts of your curriculum. This makes it easier for teachers who aren’t familiar with everything being covered during this exercise. They can just follow along with whatever links lead them to where they need to go next.

Scavenger hunt can be implemented for students of all ages. A study by the International Literacy Association shows that even an ABC scavenger hunt can help students learn new words. Even businesses use scavenger hunts to teach new skills to employees. An article from the Taylor & Francis Online Journal shows that a marketplace scavenger hunt can teach employees about consumer behavior.

4. Solving Puzzles : Exploration Problem Solving Activities

Solving puzzles is a fun way to develop the critical thinking skills of students. It requires them to think outside the box, look at things from different perspectives, and come up with unique solutions. This is an important skill set that will help students in their future careers, whether they choose a STEM or non-STEM field.

Puzzles can be used as part of a lesson on problem solving, or for review and assessment purposes. They can also be used as a warm-up activity before starting work in other subjects, such as math or science.

Here are some ideas for using puzzles in your classroom:

  • Use puzzles as a way to introduce new topics or reinforce concepts that have already been taught in class. For example, if you’re teaching about patterns in math class, have your students work on a pattern puzzle before moving on to another lesson. Or if you’re working with fractions in science class, have them solve fraction puzzles before moving on to another topic.
  • Solve puzzles as homework assignments or extra credit options at the end of each week’s lessons. This will enable students to practice what they’ve learned while being encouraged to use their critical thinking skills at home.

5. Brainstorming Sessions: Unleashing Creativity

Brainstorming sessions are vital for developing creative problem-solving skills. These sessions encourage students to think out of the box and come up with innovative solutions. Teachers can facilitate these sessions by posing a problem and allowing students to generate as many solutions as possible, without judgment. This free-flowing exchange of ideas fosters a collaborative and creative learning environment.

6. Role-Playing Scenarios: Real-World Problem-Solving Activities

Role-playing activities are an effective way to simulate real-world problems. By assuming different roles, students can explore various perspectives and develop empathy. For instance, a role-play on environmental issues can help students understand the complexities of ecological conservation and brainstorm sustainable solutions.

7. Technology Integration: Digital Problem-Solving Activities

Incorporating technology into problem-solving activities can greatly enhance the learning experience. Digital tools like coding games, simulation software, and interactive quizzes offer students a modern approach to problem-solving. These tools make abstract concepts tangible and accessible, thereby deepening students’ understanding and engagement.

8. Group Projects: Collaborative Problem-Solving Activities

Group projects are excellent for fostering teamwork and collective problem-solving. By working together, students learn to communicate effectively, delegate tasks, and respect different viewpoints. This collaborative approach not only enhances problem-solving skills but also prepares students for teamwork in their future careers.

Cultivating a growth mindset through problem-solving activities is a transformative approach in education. By engaging students in diverse and interactive problem-solving tasks, we equip them with the skills necessary to navigate the complexities of the modern world. These activities not only enhance academic performance but also prepare students for lifelong learning and success. As educators, our role is to guide and inspire our students to become confident, creative problem-solvers, ready to face the challenges of the future.

English Teaching 101

Related posts.

Engage your students with these English as a Foreign Language Activities.

Activity Ideas for Teaching English as a Foreign Language

Backyard games for kids

10 Backyard Games to Keep Your Kid Active This Summer

Teaching Entrepreneurship to Child: Tips and Tactics for Parents and Educators

Teaching Entrepreneurship to Child: Tips and Tactics for Parents and Educators

Practical Classroom Management Tips for Teachers

Practical Classroom Management Tips for Teachers

esl problem solving activities

Top 10 ways to use Canva in your Classroom

Comments are closed.

Privacy Policy

Your browser is not supported

Sorry but it looks as if your browser is out of date. To get the best experience using our site we recommend that you upgrade or switch browsers.

Find a solution

  • Skip to main content
  • Skip to navigation
  • Macmillan English
  • Onestopenglish
  • Digital Shop

esl problem solving activities

  • Back to parent navigation item
  • Sample material
  • Amazing World of Animals
  • Amazing World of Food
  • Arts and Crafts
  • Mathematics
  • Transport and Communication
  • Teaching Tools
  • Sustainable Development and Global Citizenship
  • Support for Teaching Children
  • Vocabulary & Phonics
  • Spelling Bee Games
  • Phonics & Sounds
  • The Alphabet
  • Onestop Phonics: The Alphabet
  • Alphabet Booklet
  • Interactive Flashcards
  • Warmers & Fillers
  • Young Learner Games
  • Stories and Poems
  • Fillers & Pastimes
  • Fun Fillers
  • Ready for School!
  • Topics & Themes
  • Young Learner Topics
  • Young Learner Festivals
  • Festival Worksheets
  • Art and Architecture
  • Business and Tourism
  • Geography and the Environment
  • Information Technology
  • Science and Nature
  • Topic-based Listening Lessons
  • Cambridge English
  • Cambridge English: Preliminary (PET)
  • Cambridge English: First (FCE)
  • Cambridge English: Proficiency (CPE)
  • Cambridge English: Advanced (CAE)
  • General English
  • News Lessons
  • Topics and Themes
  • Beyond (BrE)
  • Beyond: Arts and Media
  • Beyond: Knowledge
  • Go Beyond (AmE)
  • Go Beyond: Arts & Media
  • Go Beyond: Knowledge
  • Impressions
  • Macmillan Readers

A Time to Travel

  • Life & School
  • Skills for Problem Solving
  • Digital Skills for Teens
  • Support for Teaching Teenagers
  • Games Teaching Materials
  • Business and ESP
  • Business Lesson Plans
  • Business Skills Bank
  • Business Top Trumps
  • Elementary Business Lessons
  • Business News Lessons
  • ESP Lesson Plans
  • Career Readiness
  • Professional Communication Skills
  • Cambridge English: Business (BEC)
  • Everyday Life
  • Celebrations
  • Live from...
  • Live from London
  • Discussion Cards
  • Writing Lesson Plans
  • Life Skills
  • Support for Teaching Adults
  • Vocabulary Lesson Plans
  • Language for...
  • Vocabulary Teaching Materials
  • Macmillan Dictionary Blog
  • Vocabulary Infographics
  • Kahoot! Quizzes
  • Blog Articles
  • Professional Development
  • Lesson Share
  • Methodology: Projects and Activities
  • Methodology: Tips for Teachers
  • Methodology: The World of ELT
  • Advancing Learning
  • Online Teaching
  • More from navigation items

Speaking skills: Speaking matters

  • 1 Speaking skills: Speaking matters
  • 2 Speaking matters: Developing fluency
  • 3 Speaking matters: Developing and dealing with accuracy
  • 4 Speaking matters: Assessing speaking
  • 5 Speaking matters: Personalization
  • 6 Speaking matters: Problem-solving
  • 7 Speaking matters: Role-play
  • 8 Speaking matters: Pairwork

Speaking matters: Problem-solving

By Adrian Tennant

  • No comments

This article looks at problem-solving activities and what they are like. It covers how to set them up, why it's good to use them, the disadvantages and what you should do after the activity.

Introduction

Students need a reason to speak in the classroom. Many speaking activities seem to have no aim other than to get students to talk to each other, but for what reason? By doing the activity what will they achieve? Some activities, like pairwork activities, try to create a purpose by creating an information gap - i.e. where one student has some of the information and another student the rest and, only by speaking to each other can they complete the task. However, this simple transference of information only replicates a small part of what speaking in real life is used for.

Role-plays are another favourite classroom activity designed to get students speaking, but these often focus on creating scenarios or situations where students practise functional language such as giving directions, asking for information, etc. Although this is realistic, it is still often on a level of one student having information that another student doesn't. In real life, we often speak about something when we both, or all, share a lot of the same information. This can take the form of a discussion or a debate where we have opinions, but it can also take the shape of a discussion based on having to solve a problem. In this article, we'll take a closer look at problem-solving speaking activities.

What are problem-solving activities like?

There are a number of types of problem solving activities. For the sake of simplicity I'll split them into three types:

1. The opinion problem-solving activity.

In this type of activity students are given information to discuss where there is not necessarily one right or wrong answer. This type of activity differs from a normal discussion in that there is a built-in problem within the information.

You and three friends rowed out to a small island in the middle of a lake. When you landed you forgot to tie the boat up properly and it has drifted away. Night is now approaching. It is 3km back to the shore, but one of your friends can't swim. You do not have any food with you and you don't know if anyone knows where you are. What do you do?

Students are then expected to discuss the problem and come up with a solution. To help students you can provide a set of ideas/options for them to choose from. You can also make the activity more complicated by giving each student a 'role card' with an extra piece of information on it (that might be a problem) i.e.

There is no wood on the island so you can't build a fire. At night the temperature drops to freezing .

2. The logical thinking problem-solving activity.

In this type of problem-solving activity there is usually one correct solution. To arrive at the solution the students need to discuss information they are given and logically work out what the solution is. There are two ways in which the information can be given, either split between a number of students so that they don't have the same information and they must share it, or where they all have the same information and simply have to discuss things together. In the later version a set of questions can often help students work out the answer. (See activity 2 in the 'Practical ideas' section below for a logical thinking activity).

3.The information gap problem-solving activity.

How does this differ from a normal information gap (i.e. a pairwork information gap where one student has information that the other student doesn't)? Well, the main difference is that in a normal information gap activity it is simply a matter of transferring the information, i.e. two students have a profile of a person. Student A knows the person's age and nationality, etc. Student B then asks 'How old is he?' and fills in the missing information they obtain in the correct space, etc. In a problem-solving information gap, getting the missing information is not the ultimate aim, but merely a stepping stone on the way to solving a problem.

Why use problem-solving activities?

Apart from the fact that these kinds of activities can be a lot of fun they are also very stimulating. They usually require students to communicate information to each other where the focus is on expressing ideas and opinions and not simply repeating phrases. In many ways, problem-solving activities replicate 'real' speaking in that people have a need to speak. Problem-solving activities can also be an effective way of practising language items that have been taught, i.e. both grammar and vocabulary. They are also a great way of developing students' cognitive abilities helping them to process language in a meaningful way.

Are there any disadvantages to problem-solving activities?

Yes, there are. One of the major problems is that stronger students often dominate the discussions, taking over and giving the less able students little opportunity to contribute. Often, this is due to the need for one person to organize and collate information and ideas. One way around this is to give certain students specific tasks, i.e. someone to 'chair' the discussion, someone to make sure everyone has a turn, etc.

Another disadvantage of this type of activity is that students may become frustrated when trying to solve the problem and, especially if they don't have the language skills in English, will switch to their L1. To avoid this it is important that you, the teacher, consider what language they are likely to need in order to complete the task and to pre-teach any necessary phrases, expressions or vocabulary you think they do not possess. Remember, using a problem-solving activity is not the main focus of your lesson/teaching but simply a way in providing students with a forum for using the language they have learnt.

How do you set up a problem-solving activity?

As with other speaking activities, how you set up the activity will often be the difference between a successful activity and one that doesn't work. The first thing to consider is whether the activity uses the language you want the students to practise. If not, then ask yourself why exactly you are using it. Then, it is important to look at the language that is needed and make sure that you pre-teach any new language before they start the activity. This will help the activity run smoothly with the focus being on solving the problem rather than working out the meaning of any new language. Finally, think about whether you want students to work alone to begin with and then discuss the problem with other students or whether you will start with pair or groupwork. Whenever you decide to use pair or groupwork think about who you get to work together so that there is a balance in each group.

What should I do after the activity?

Just as with roleplays, don't just move onto a different activity. If you move on immediately after the activity and don't at least discuss what happened, then students will often lose interest in problem-solving activities, or at least won't benefit to the full. There needs to be an obvious outcome and a rounding-up of the activity. Opening up the activity to a class discussion where you compare solutions is an obvious follow-up. It is also important that during the activity you note down any mistakes students made with the language and think about how you will tackle these either after the activity or in a subsequent lesson.

Some practical ideas

An opinion problem-solving activity

Here I am going to use the idea I mentioned earlier but give a few variations to show how it can be run in a number of different ways.

Variation 1

Put students in groups of 3-5 and give each group a copy (or copies) of the following handout:

Ask students to talk to each other and make a list of possible solutions. Ask them to also think about what problems they might face/encounter with each solution. i.e. If they stay on the island, where will they sleep and what will they eat? What if there is no food on the island? etc.

Variation 2

Give the students the same handout, but also give them the following options (either as part of the handout or written on the board).

  • One of you swims to the shore to get help.
  • Try and make a fire on the island to attract attention.
  • Find somewhere to sleep for the night and then try and get off in the morning.
  • Look for the boat and get one person to try and swim to it and bring it back.
  • All swim back to the shore taking it in turns to help the person who can't swim.

Variation 3

Give the students the same handout, but also give each one a role card with extra information. i.e.

  A logical thinking problem-solving activity

A new teacher starts working at school. In her class there are a set of triplets, Ana, Bryan and Carl. Unfortunately, the teacher can't remember which one is which, but she has some notes about the three kids.

She knows that two of the triplets are boys and one is a girl.

Carl, one of the boys, is always calm and patient.

  • One of the triplets likes playing football and he has a tattoo on his arm.

One of the triplets has red hair, one brown and one blonde.

  • The triplet who doesn't get angry easily has short blonde hair.

The triplet with red hair has an earring and she likes to sing.

The triplet who has a tattoo gets angry easily.

Can she work out who is who?

Students should be able to work out the answer simply with the information provided, but, if you want to help them you could also give them a set of questions to answer. e.g.

  • Should the teacher have known which triplet was Ana? Why?
  • Which triplet likes to sing? How do you know?
  • What colour is Ana's hair?
  • What else do you know about Ana?
  • What kind of person is Carl?
  • Does he have a tattoo?
  • How do you know?
  • What colour is Carl's hair?
  • Does Carl like football?
  • Which triplet likes football?

These questions guide students through step-by-step, enabling them to work out the answer.

An information gap problem-solving activity

A simple example of this would be to use the same worksheet as above but cut the information about the triplets into strips, put students in small groups and give each student one or two strips. Tell students they have the information between them but that they must not show their information to the other students in their group.

A new teacher starts working at school. In her class there are a set of triplets, Ana, Bryan and Carl. Unfortunately, the teacher can’t remember which one is which, but she has some notes about the three kids. Can she work out who is who?

One of the triplets likes playing football and he has a tattoo on his arm

The triplet who doesn’t get angry easily has short blonde hair.

  • British English

Speaking matters: Developing fluency

Speaking matters: developing and dealing with accuracy, speaking matters: assessing speaking, speaking matters: personalization, speaking matters: role-play.

Photo of students working specifically in pairs in a classroom.

Speaking matters: Pairwork

Related articles.

Adrian Tennant gives an introduction to using pairwork for teaching speaking skills.

A Time To Travel - index

A Time to Travel: USA - Slaves No More

Amber journeys back in time to meet Abraham Lincoln and show him how his desire to pass the 13th Amendment changed the course of American history forever.

A Time To Travel - index

Follow our hero, Amber, and her friend, Naz, on a journey through time and history with this collection of exciting audio adventures by Luke and James Vyner. 

No comments yet

Only registered users can comment on this article., more from support for teaching speaking.

Phonemic-chart_crop

Pronunciation skills with Adrian Underhill: Overcoming common pronunciation challenges

By Adrian Underhill

In the last article in this series, ELT pronunciation expert Adrian Underhill looks at how to overcome common pronunciation problems.

Phonemic-chart_crop

Pronunciation skills: Consonants – consciously rediscovering the ON and OFF voice buttons

In his latest article, ELT pronunciation expert Adrian Underhill looks at consonants and how consciously rediscoving the ON and OFF voice buttons can benefit both your teaching and your students’ learning.

Pronunciation skills: Minimal pairs /θ/ and /ð/

In this video, Adrian looks at the minimal pairand and /θ/ and /ð/ and shows us how to make each sound in a simple and effective way while giving advice on how to gain control of the physicality needed to produce each sound.

Join onestopenglish today

With more than 700,000 registered users in over 100 countries around the world, Onestopenglish is the number one resource site for English language teachers, providing access to thousands of resources, including lesson plans, worksheets, audio, video and flashcards.

  • Connect with us on Facebook
  • Connect with us on Twitter
  • Connect with us on Youtube

Onestopenglish is a teacher resource site, part of Macmillan Education, one of the world’s leading publishers of English language teaching materials.

  • Privacy Policy
  • Cookie policy
  • Manage cookies

©Macmillan Education Limited 2023. Company number: 1755588 VAT number: 199440621

Site powered by Webvision Cloud

Problem solving with 5 Whys

  • Business Skills

Asking questions

esl problem solving activities

photo of the author

LESSON OVERVIEW

In this lesson, we want to focus on a very popular problem solving technique called  5 Whys (5W) . If your students know something about Six Sigma or Lean, they should be familiar with this technique. Otherwise, they will learn a useful method for problem solving and practise asking questions .

DISCUSSION & VIDEO

The lesson starts with a quick warm-up speaking task about problems and how students approach solving them. Then, they watch a short video introducing 5 Whys , a problem-solving method developed by Sakichi Toyoda, a Japanese inventor and industrialist, and answer the questions.

Afterwards, your students will practise using the technique based on an example. First, they need to study the example and then fill in the other graph by asking 5 why questions to get to the root cause. Answers in this task may vary. Let your students be creative there. The aim of the task is to get them familiar with using 5 Whys. Finally, in the last task, students will use the technique to find root causes for problems they’ve had at work.

RELATED LESSON PLANS

This worksheet goes well with the following lesson plans:

  • How to use questioning techniques to get better answers
  • Questions no one knows the answers to

Subscribe to unlock these and many other Standalone lesson with the Premium plan

Leave a Reply Cancel reply

You must be logged in to post a comment.

Is there a minimum subscription period if I choose a monthly subscription?

No, there’s no minimum required number of subscription months. You can cancel any time you want. Basically, you can sign up and then cancel your subscription the next day, which will mean you have access for 1 month and won’t be charged again.

What currencies can I pay in for my subscription?

Our default currency is USD (American dollar), but you can also pay in EUR (euro), GBP (British pound sterling) or PLN (Polish zloty). You can change the currency you want to pay in at the Pricing page before selecting a subscription plan.

How can I edit an e-lesson plan?

You can get your own editable copy of an e-lesson plan and make changes to it. To do so, either (1) make a copy of it on your Google Drive (preferable method) or (2) download it in a Powerpoint format (but formatting might be a bit off so we can’t guarantee that it will work well).

We are using cookies to give you the best experience on our website, personalize content and analyze website traffic. For these reasons, we may share your site usage data with our social media, and analytics partners. You can find out more about which cookies we are using or switch them off in settings.

Privacy settings

With the slider, you can enable or disable different types of cookies:, this website will:.

  • Remember which cookies group you accepted
  • Essential: Remember your cookie permission setting
  • Essential: Allow session cookies
  • Essential: Gather information you input into a contact forms, newsletter and other forms across all pages
  • Essential: Keep track of what subscription you select to buy
  • Essential: Authenticate that you are logged into your user account

LESSON PLAN FOR ENGLISH TEACHERS

Problem solving.

esl problem solving activities

Level: Upper Intermediate - Advanced

Type of English: Business English

Tags: problems at work problems and solutions declaring and diagnosing a problem making suggestions Situation based

In this lesson, students learn useful language for handling and solving problems at work. Vocabulary for describing different types of problems and solutions is studied. Students then listen to several dialogues and study the expressions used by the speakers to declare and diagnose a problem as well as make suggestions and take action. At the end of the lesson, there is a role play activity in which the language from the lesson is put into practice. There are two animated videos which can be played instead of the dialogue or given to the student(s) as material to take away.

esl problem solving activities

Problem-solving-Ex3

  • subtitles off
  • captions off

Level appropriateness

Rate No rating yet

Topic interest

Average No rating yet (0)

Activity engagement

Be the first to share your thoughts on this lesson

Leave a Comment

LESSON PLAN

DOWNLOAD MULTIMEDIA

Download audio

Download video

ADD TO FAVOURITES

COURSE PLANS

This comprehensive course plan covers the full range of language needs – listening, role play, vocabulary development.

Lesson Plans in English for Work and Life course plan

esl problem solving activities

Type of English: Business English Level: Upper Intermediate - Advanced

esl problem solving activities

Type of English: General English Level: Upper Intermediate - Advanced

esl problem solving activities

Lesson Plans in English for Business course plan

esl problem solving activities

Make your lessons unforgettable

Did you know that your students can review the target language from our worksheets with our Expemo flashcard app? To let your student know, just enter their email address below (multiple emails can be separated with a comma).

Creative Resources for ESL/EFL Teachers

role play scenario

Role-play Scenarios for ESL: Discussing Different Topics and Situations, Even Vaccination!

What is a role-play scenario.

Role-play is any speaking activity when you either put yourself into somebody else’s shoes, or when you stay in your own shoes but put yourself into an imaginary situation, also called a scenario!

I put together my favorite role-play scenarios and speaking activities which I used in the classroom and can be easily used on Zoom. Some of them are suitable for more advanced students, for example the science, and environment role-play scenarios . Other can be used with all levels, so they are also great for lower level, or younger students, for example the traveling and negotiation role-play scenarios.

When we use the activity on Zoom I always send the role-play activity to them in advance and when we have our online lesson I also share my screen with the role-play activity, so they can take a screenshot if they haven’t downloaded it. Then I put the students in the breakout rooms and they usually have 5-10 minutes for the pair work activity.

During that time, I always pop in to different breakout rooms to listen in. I correct, help and answer any questions if needed. What activities do you use on Zoom ?

Role-play: Traveling

A1: You are a receptionist of a 5* hotel. You are very polite and you can deal with annoyed guests. Try to calm down the guest and solve any issues they have. Try to avoid calling the manager.

B1: You are a wealthy businessman staying at a 5* hotel. You are used to quality service and luxury, but this hotel doesn’t offer it. The room is too small, staff is rude, AC is noisy. You want to talk to the manager.

For more traveling role-plays click here.

Role-play: Negotiation

role play scenarios

A1: You have too much on your plate right now and you need help with your English essay assignment which is due on Friday. Ask your classmate for help. What would you be willing to do for them if they helped you? Think of the things you are willing to offer: • • •

B1: Your classmate needs your help with the English essay assignment which is due on Friday. You might consider helping them if they can provide the right incentives. Think of four things you want for helping them(can’t be money): • • • • If they agree with three of the four, you might consider helping them.

For more negotiation role-plays click here.

Role-play: Science

A1: You decided not to vaccinate your children. You read articles about vaccination and you learned how dangerous it is. It causes autism and contains lead and other toxic elements. You know what is best for your child and herbal teas and some meditation will work just fine. You are angry that your friend doesn’t support you.

B1: You are a person of science. A rational being. You believe in data, facts, and verifiable experiments. Your friend decided not to vaccinate their children. They believe that vaccination causes autism and that it is dangerous. Try to explain the benefits of vaccination and to disprove those absurd theories.

For more science role-plays click here.

Role-play: Environment

role play scenario

A1: Many of your friends use cars to commute to work even though it is more expensive than public transport. You are concerned about the impact this irresponsible behavior has on our planet. Try to persuade your friend to switch to more eco-friendly transportation.

B1: You drive to work every day. You live in a free country and you don’t feel the need to explain yourself to anyone. Why shouldn’t you drive? Your friend’s been nagging you about it for a while. Talk to them.

For more environment role-plays click here.

Role-play: Work problems

A1: You are a project manager who has been assigned to a new project. One of the members of your new team is not co-operating with the other team members. He opposes every idea, causes conflict, and is generally difficult to work with. Talk to him and solve the problem.

B1: You have worked for this company for 10 years and you feel unappreciated. You started to work on a new project with co-workers who are not so experienced as you are and you think your manager is incompetent. You complain a lot because things do not work as they should. Your manager wants to talk to you.

For more office problems role-plays click here.

ESL conversation topics

Related Posts

conversation starters

Conversation Starters: 30 Interesting Conversation Questions Not Only For ESL Students

These interesting and deep conversation starters are not only intended for ESL students but also for everyone who would like to start chatting with a stranger, neighbor, colleague, someone they fancy, partner, friend. No matter how well you know somebody, these deep conversation starters will help you connect with them…

Afghanistan

Taliban Take over Afghanistan: Dare to Educate Afghan Women(UPDATED)

If you don’t live in a cave you know what’s happening in Afghanistan right now. If you don’t know, you can find out here. No matter what your political preferences are, or what do you believe in, I’m sure you agree that education is important. What is happening in Afghanistan…

ESL video lesson plan

ESL Conversation Lesson: Game Of Thrones And Traveling

A fun ESL conversation lesson based on a short video on real life Game of Thrones locations. Discussion questions and a vocabulary matching exercise.

Comments (9)

  • Pingback: ESL Conversation Topics for English Practice

As someone who has close loved ones both sides of the vaccination debate, I find your roleplaying prompt to be very aggressive and inconsiderate. I find it to be very biased towards being pro-vaccination and language like “You are a person of science. A rational being” and “disprove those absurd theories” makes it seem like if you disagree with vaccinations, that you are not intelligent, smart or rational and are in fact, absurd. You can be completely rational and not believe vaccinations are good for your health, and you can research and find different side effects that could be negative for ones health. I understand that this is roleplay and that they are taking on a persona, but is the persona you want the roleplayers to take on one that is already fixed in their viewpoint? Negotiation is about listening to both sides of the story and argument. I want to be clear that I am not trying to argue one way or another, but I do think you should reexamine the roleplaying prompt and fix the language that is used there.

“You can be completely rational and not believe vaccinations are good for your health (…)”

Good point, Laura… Although, no, not at all. If you are completely rational, there is no room for “belief”. You would understand that the body of evidence supporting vaccination use, accumulated over decades and decades by thousands and thousands of different people of all kinds and ilk, does not really allow for a variety of beliefs on the use of vaccination. On the other hand, being exposed to people who doubt the benefit of vaccination after watching two YT videos and reading one book from one M.D. can be a maddening experience. Especially if these people start having an impact on the re-emergence of certain long-gone diseases. So I believe it is that emotion of frustration the teacher who prepared these roleplays tried to communicate in his/her use of aggressive language.

Thank you Esteban, you practically said it for me. Also, thank you for pointing out that the language was agressive, I didn’t think about that before. I am from Eastern Europe and we can be quite direct.

>>>>>You would understand that the body of evidence supporting vaccination use, accumulated over decades and decades by thousands and thousands of different people of all kinds and ilk, does not really allow for a variety of beliefs on the use of vaccination.

You don’t provide any evidence, and demand belief. The evidence you cite is invariably produced by those who benefit from the sales of this product, and therefore biased and not credible. These products are a generational hoax, and you sir are mind controlled.

Some days, I stumble across something on the internet that sets a new bar for stupidity. After so many years on the internet, it is rare that a new bar is set, but, today, you have in fact managed to set a new bar for stupidity. Congratulations.

Laura, what Esteban said. Pseudoscience and hoaxes are not research. And yes, they take on a persona for the role-play and the point is(among other things) to show them how difficult it is to deal with some people.

Do you own roleplays if you don’t like them Laurita

Laura was right in the first place, in that the roleplay suggestion uses bias and aggressive language. If you aren’t capable of designing a suitable roleplay on that topic, don’t post it. Vent your frustrations elsewhere – some people just want to learn English, not dogma. It’s interesting how despite stating she wasn’t for or against either side, the replies following were attacking her and labelling her stupid, irresponsible etc, which is what she’d been complaining about in the first place. Seems you’re all fanatics without the facility to read a short post.

As for whether there is any argument at all, no vaccine is completely safe, and all carry statistically significant risks which are published by the vaccine manufacturers as per medical and legal requirements. Just the same with any medicine such as asprin, paracetemol or cough syrup. For further information, open a box of paracetemols and read the piece of paper inside – it’s the white thing with words printed on it.

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

This site uses Akismet to reduce spam. Learn how your comment data is processed .

esl problem solving activities

Explore More

Stay in our orbit.

Stay connected with industry news, resources for English teachers and job seekers, ELT events, and more.

esl problem solving activities

Explore Topics

  • Global Elt News
  • Job Resources
  • Industry Insights
  • Teaching English Online
  • Classroom Games / Activities
  • Teaching English Abroad
  • Professional Development

esl problem solving activities

Popular Articles

  • 5 Popular ESL Teaching Methods Every Teacher Should Know
  • 10 Fun Ways to Use Realia in Your ESL Classroom
  • How to Teach ESL Vocabulary: Top Methods for Introducing New Words
  • Advice From an Expert: TEFL Interview Questions & How to Answer Them
  • What Is TESOL? What Is TEFL? Which Certificate Is Better – TEFL or TESOL?

esl problem solving activities

Teaching Critical Thinking Skills in the ESL Classroom

  • Linda D'Argenio
  • December 22, 2022

teaching critical thinking skills in fluency vs accuracy

Critical thinking has become a central concept in today’s educational landscape, regardless of the subject taught. Critical thinking is not a new idea. It has been present since the time of Greek philosophers like Socrates, Plato, and Aristotle. Socrates’ famous quote, “Education is the kindling of a flame, not the filling of a vessel,” underscores the nature of learning (students are not blank slates to be filled with content by their teachers) and the significance of inquisitiveness in a true learning process, both in the ESL classroom and in the wider world of education. Teaching critical thinking skills in the ESL classroom will benefit your students throughout their language-learning journey.

In more recent times, philosopher John Dewey made critical thinking one of the cornerstones of his educational philosophy. Nowadays, educators often quote critical thinking as the most important tool to sort out the barrage of information students are exposed to in our media-dominated world , to analyze situations and elaborate solutions. Teaching critical thinking skills is an integral part of teaching 21st-century skills .

Teaching Adults English

Table of Contents

What is critical thinking?

There are many definitions of critical thinking. They are not mutually exclusive but rather complementary. Some of the main ones are outlined below.

Dewey’s definition

In John Dewey’s educational theory, critical thinking examines the beliefs and preexisting knowledge that individuals use to assess situations and make decisions. If such beliefs and knowledge are faulty or unsupported, they will lead to faulty assessments and decision-making. In essence, Dewey advocated for a scientific mindset in approaching problem-solving .

Goal-directed thinking

Critical thinking is goal-directed. We question the underlying premises of our reflection process to ensure we arrive at the proper conclusions and decisions.

Critical thinking as a metacognitive process

According to Matthew Lipman, in Thinking in Education, “Reflective thinking is thinking that is aware of its own assumptions and implications as well as being conscious of the reasons and evidence that support this or that conclusion. (…) Reflective thinking is prepared to recognize the factors that make for bias, prejudice, and self-deception . It involves thinking about its procedures at the same time as it involves thinking about its subject matter” (Lipman, 2003).

Awareness of context

This is an important aspect of critical thinking. As stated by Diane Halpern in Thought and Knowledge: An Introduction to Critical Thinking , “[The critical] thinker is using skills that are thoughtful and effective for the particular context and type of thinking task” (Halpern, 1996)

What are the elements of critical thinking?

Several elements go into the process of critical thinking.

  • Identifying the problem. If critical thinking is viewed mainly as a goal-oriented activity, the first element is to identify the issue or problem one wants to solve. However, the critical thinking process can be triggered simply by observation of a phenomenon that attracts our attention and warrants an explanation.
  • Researching and gathering of information that is relevant to the object of inquiry. One should gather diverse information and examine contrasting points of view to achieve comprehensive knowledge on the given topic.
  • Evaluation of biases. What biases can we identify in the information that has been gathered in the research phase? But also, what biases do we, as learners, bring to the information-gathering process?
  • Inference. What conclusions can be derived by an examination of the information? Can we use our preexisting knowledge to help us draw conclusions?
  • Assessment of contrasting arguments on an issue. One looks at a wide range of opinions and evaluates their merits.
  • Decision-making. Decisions should be based on the above.

adult ESL students in person classroom

Why is critical thinking important in ESL teaching?

The teaching of critical thinking skills plays a pivotal role in language instruction. Consider the following:

Language is the primary vehicle for the expression of thought, and how we organize our thoughts is closely connected with the structure of our native language. Thus, critical thinking begins with reflecting on language. To help students understand how to effectively structure and express their thinking processes in English, ESL teachers need to incorporate critical thinking in English Language Teaching (ELT) in an inclusive and interesting way .

For ESL students to reach their personal, academic, or career goals, they need to become proficient in English and be able to think critically about issues that are important to them. Acquiring literacy in English goes hand in hand with developing the thinking skills necessary for students to progress in their personal and professional lives. Thus, teachers need to prioritize the teaching of critical thinking skills.

How do ESL students develop critical thinking skills?

IELTS teaching materials

Establishing an effective environment

The first step in assisting the development of critical thinking in language learning is to provide an environment in which students feel supported and willing to take risks. To express one’s thoughts in another language can be a considerable source of anxiety. Students often feel exposed and judged if they are not yet able to communicate effectively in English. Thus, the teacher should strive to minimize the “affective filter.” This concept, first introduced by Stephen Krashen, posits that students’ learning outcomes are strongly influenced by their state of mind. Students who feel nervous or anxious will be less open to learning. They will also be less willing to take the risks involved in actively participating in class activities for fear that this may expose their weaknesses.

One way to create such an environment and facilitate students’ expression is to scaffold language so students can concentrate more on the message/content and less on grammar/accuracy.

Applying context

As mentioned above, an important aspect of critical thinking is context. The information doesn’t exist in a vacuum but is always received and interpreted in a specific situational and cultural environment. Because English learners (ELs) come from diverse cultural and language backgrounds and don’t necessarily share the same background as their classmates and teacher, it is crucial for the teacher to provide a context for the information transmitted. Contextualization helps students to understand the message properly.

Asking questions

One of the best ways to stimulate critical thinking is to ask questions. According to Benjamin Bloom’s taxonomy ( Taxonomy of Educational Objectives , 1956), thinking skills are divided into lower-order and higher-order skills. Lower-order skills include knowledge, comprehension, and application; higher-order skills include analysis, synthesis, and evaluation. To stimulate critical thinking in ELT, teachers need to ask questions that address both levels of thinking processes. For additional information, read this article by the TESL Association of Ontario on developing critical thinking skills in the ESL classroom .

Watch the following clip from a BridgeUniverse Expert Series webinar to learn how to set measurable objectives based on Bloom’s Taxonomy ( watch the full webinar – and others! – here ):

How can we implement critical thinking skills in the ESL classroom?

Several activities can be used in the ESL classroom to foster critical thinking skills. Teaching critical thinking examples include:

Activities that scaffold language and facilitate students’ expression

These can be as basic as posting lists of important English function words like conjunctions, personal and demonstrative pronouns, question words, etc., in the classroom. Students can refer to these tables when they need help to express their thoughts in a less simplistic way or make explicit the logical relation between sentences (because… therefore; if… then; although… however, etc.). There are a variety of methods to introduce new vocabulary based on student age, proficiency level, and classroom experience.

Activities that encourage students to make connections between their preexisting knowledge of an issue and the new information presented

One such exercise consists of asking students to make predictions about what will happen in a story, a video, or any other context. Predictions activate the students’ preexisting knowledge and encourage them to link it with the new data, make inferences, and build hypotheses.

Critical thinking is only one of the 21st-century skills English students need to succeed. Explore all of Bridge’s 21st-Century Teaching Skills Micro-credential courses to modernize your classroom!

Change of perspective and contextualization activities.

Asking students to put themselves in someone else’s shoes is a challenging but fruitful practice that encourages them to understand and empathize with other perspectives. It creates a different cultural and emotional context or vantage point from which to consider an issue. It helps assess the merit of contrasting arguments and reach a more balanced conclusion.

One way of accomplishing this is to use a written text and ask students to rewrite it from another person’s perspective. This automatically leads students to adopt a different point of view and reflect on the context of the communication. Another is to use roleplay . This is possibly an even more effective activity. In role-play, actors tend to identify more intimately with their characters than in a written piece. There are other elements that go into acting, like body language, voice inflection, etc., and they all need to reflect the perspective of the other.

Collaborative activities

Activities that require students to collaborate also allow them to share and contrast their opinions with their peers and cooperate in problem-solving (which, after all, is one of the goals of critical thinking). Think/write-pair-share is one such activity. Students are asked to work out a problem by themselves and then share their conclusions with their peers. A collaborative approach to learning engages a variety of language skill sets, including conversational skills, problem-solving, and conflict resolution, as well as critical thinking.

In today’s educational and societal context, critical thinking has become an important tool for sorting out information, making decisions, and solving problems. Critical thinking in language learning and the ESL classroom helps students to structure and express their thoughts effectively. It is an essential skill to ensure students’ personal and professional success.

Take an in-depth look at incorporating critical thinking skills into the ESL classroom with the Bridge Micro-credential course in Promoting Critical Thinking Skills.

esl problem solving activities

Linda D'Argenio

Linda D'Argenio is a native of Naples, Italy. She is a world language teacher (English, Italian, and Mandarin Chinese,) translator, and writer. She has studied and worked in Italy, Germany, China, and the U.S. In 2003, Linda earned her doctoral degree in Classical Chinese Literature from Columbia University. She has taught students at both the school and college levels. Linda lives in Brooklyn, NY.

Lesson Plans Digger

Problem solving speaking activity

PROBLEM-SOLVING-SPEAKING-ACTIVITY

Students work in pairs or small groups trying to find solutions to 5 different problems. It is a good opportunity to practice the second conditional ( I would…, If I were in this situation …), modal verbs    ( should, might, mustn’t etc.) and negotiating (agreeing/disagreeing/expressing your opinion/asking about your partner’s opinion).

To practice agreeing and disagreeing please see Problem Solving Part 2 ,  School Problems ,  Moral Dilemmas , Workplace Dilemmas  and Parental Decisions activities.

Personal Experience

I have used this activity both with adult and teenage students, levels intermediate – advanced. It works well as a warm-up (giving the students just one problem) to a regular class, and may also be used during conversation classes (takes around 20 mins.) Make sure to allow some time for the groups to present and compare their ideas at the end of class.

Problem Solving

I am teaching a fifth semester, Modern Languages Program, course at the university level and I found these activities are excellent to have my students speak more and more fluently. Thanks so much for posting them.

Wonderful news, Jhon! I’m so glad to hear my ideas worked out with your students as well.

I would like to take the time and THANK YOU for the ideas and for sharing this material. I am going to use it for sure. I work with teenagers who need to practice the language a lot and when given the proper topic, get engaged in a good discussion. I find your material very useful. Thanks!

  • Pingback: Problem solving speaking activity: part 2

I just discovered your website, it’s amazing. Thanks so much for sharing !

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

By using this form you agree with the storage and handling of your data by this website *

  • Privacy Policy

Close

Lesson Plans Digger

The Classroom | Empowering Students in Their College Journey

ESL Problem-Solving Games

Shelley McKinley

English Games to Teach Imperatives

A balanced approach to life has always been described as eight hours of rest, eight hours of work, and eight hours of play. Games typically occur during play time, but that seems to be changing. According to a report submitted to the “Education Resources Information Center” in March 2012, a game can capture a person’s attention, reduce stress, and promote fast-paced problem solving. Therefore, play time may actually serve as the best time for language acquisition among English as a Second Language (ESL) learners of all ages.

Problem Solving Just Got Exciting

According to a study in the “Journal of Educational Computing Research” published in July 2011, problem solving is a 21st century skill that requires people to enter into new settings and rapidly and efficiently figure out what has to be learned or done. While textbooks and lectures can address problem solving in isolation, the traditional approach does not give ESL learners opportunities for application of the skill. Games are an alternative approach that can fill the gap. The basic components of any game are rules, competition and fun, which creates a sense of urgency and prompts the learner to action.

Humorously Using a New Language

Building on the basic components, problem solving games are appropriate at every stage of life. The report submitted to the “Education Resources Information Center” in March 2012, described a game called “What Would You Do If?” which requires elementary ESL learners to randomly pick one hypothetical question and one unrelated answer. The learner has to bridge the question to the answer using their imagination, problem-solving skills, and their newly acquired vocabulary in a certain amount of time. While humorous, the English language learner is inferring and creating narratives. This is a simple example of gaming, but the level of complexity should fit the learners’ language level and age.

Games for Digital Natives

As age and language levels increase, the complexity of the game should also increase and may involve technology. Most adolescents, whether ESL or not, are digital natives and are accustomed to using software or the Internet for recreational purposes. Therefore, technology-based problem solving games are appropriate for early adolescents and adults. The previously mentioned study published in the “Journal of Educational Computing Research” in July 2011, described software for middle school students to play the role of a researcher charged with discovering the nature and cause of an infectious disease outbreak. Through simulation, students make inferences and experience emotions while applying their knowledge of microbiology. This type of experience is especially beneficial to ESL learners because it provides an opportunity to use vocabulary specialized to the scientific field. According to findings published in “Multicultural Education” in January 2011, ESL learners require assistance in developing specific content vocabulary in their second language to be successful in school and work.

Well known games can be adapted for problem solving.

When considering games, why reinvent the wheel? Popular games and game shows can easily be adapted for ESL problem solving. Everyone already knows the rules and can jump right in! Games like Balderdash and Scrabble are good for developing general vocabulary, and Jeopardy is useful for content. A case study published in the “International Journal of Mathematical Education in Science and Technology” in November 2010, compared two groups of introductory statistics classes. One class used the rules in "Deal or No Deal" to learn about expected value and the necessary calculations. The class used traditional methods. When given the written exam, more students that played the game passed than students that did not. According to the study, the game provided an instructional avenue that removed the fear factor and provided real-time problem solving.

Related Articles

How to Prepare Lesson Plans for the TEKS

How to Prepare Lesson Plans for the TEKS

The Importance of Media in the Classroom

The Importance of Media in the Classroom

Uses of Computers in Education

Uses of Computers in Education

Ideas for Micro Teaching

Ideas for Micro Teaching

The advantages of having a smart board in a high school classroom.

The Five Features of a Language-Rich Classroom

The Five Features of a Language-Rich Classroom

Teacher Ideas to Help a Child With Semantic Language Difficulties

Teacher Ideas to Help a Child With Semantic Language Difficulties

Advantages & Disadvantages of GTM in TEFL

Advantages & Disadvantages of GTM in TEFL

  • Multicultural Education: Building English Language Learners' Academic Vocabulary Strategies & Tips
  • International Journal of Mathematical Education in Science and Technology: Deal or No Deal: Using Games to Improve Student Learning, Retention, and Decision-Making

Shelley McKinley has experience as a principal, assistant principal, science teacher and central office administrator. She began writing education-related articles in 2011 and was referenced in the Journal of the National Association for Alternative Certification in 2012. McKinley holds a Doctor of Education in curriculum and instruction from Texas Southern University.

Resilient Educator logo

ChatGPT for Teachers

Trauma-informed practices in schools, teacher well-being, cultivating diversity, equity, & inclusion, integrating technology in the classroom, social-emotional development, covid-19 resources, invest in resilience: summer toolkit, civics & resilience, all toolkits, degree programs, trauma-informed professional development, teacher licensure & certification, how to become - career information, classroom management, instructional design, lifestyle & self-care, online higher ed teaching, current events, 5 problem-solving activities for the classroom.

5 Problem-Solving Activities for the Classroom

Problem-solving skills are necessary in all areas of life, and classroom problem solving activities can be a great way to get students prepped and ready to solve real problems in real life scenarios. Whether in school, work or in their social relationships, the ability to critically analyze a problem, map out all its elements and then prepare a workable solution is one of the most valuable skills one can acquire in life.

Educating your students about problem solving skills from an early age in school can be facilitated through classroom problem solving activities. Such endeavors encourage cognitive as well as social development, and can equip students with the tools they’ll need to address and solve problems throughout the rest of their lives. Here are five classroom problem solving activities your students are sure to benefit from as well as enjoy doing:

1. Brainstorm bonanza

Having your students create lists related to whatever you are currently studying can be a great way to help them to enrich their understanding of a topic while learning to problem-solve. For example, if you are studying a historical, current or fictional event that did not turn out favorably, have your students brainstorm ways that the protagonist or participants could have created a different, more positive outcome. They can brainstorm on paper individually or on a chalkboard or white board in front of the class.

2. Problem-solving as a group

Have your students create and decorate a medium-sized box with a slot in the top. Label the box “The Problem-Solving Box.” Invite students to anonymously write down and submit any problem or issue they might be having at school or at home, ones that they can’t seem to figure out on their own. Once or twice a week, have a student draw one of the items from the box and read it aloud. Then have the class as a group figure out the ideal way the student can address the issue and hopefully solve it.

3. Clue me in

This fun detective game encourages problem-solving, critical thinking and cognitive development. Collect a number of items that are associated with a specific profession, social trend, place, public figure, historical event, animal, etc. Assemble actual items (or pictures of items) that are commonly associated with the target answer. Place them all in a bag (five-10 clues should be sufficient.) Then have a student reach into the bag and one by one pull out clues. Choose a minimum number of clues they must draw out before making their first guess (two- three). After this, the student must venture a guess after each clue pulled until they guess correctly. See how quickly the student is able to solve the riddle.

4. Survivor scenarios

Create a pretend scenario for students that requires them to think creatively to make it through. An example might be getting stranded on an island, knowing that help will not arrive for three days. The group has a limited amount of food and water and must create shelter from items around the island. Encourage working together as a group and hearing out every child that has an idea about how to make it through the three days as safely and comfortably as possible.

5. Moral dilemma

Create a number of possible moral dilemmas your students might encounter in life, write them down, and place each item folded up in a bowl or bag. Some of the items might include things like, “I saw a good friend of mine shoplifting. What should I do?” or “The cashier gave me an extra $1.50 in change after I bought candy at the store. What should I do?” Have each student draw an item from the bag one by one, read it aloud, then tell the class their answer on the spot as to how they would handle the situation.

Classroom problem solving activities need not be dull and routine. Ideally, the problem solving activities you give your students will engage their senses and be genuinely fun to do. The activities and lessons learned will leave an impression on each child, increasing the likelihood that they will take the lesson forward into their everyday lives.

You may also like to read

  • Classroom Activities for Introverted Students
  • Activities for Teaching Tolerance in the Classroom
  • 5 Problem-Solving Activities for Elementary Classrooms
  • 10 Ways to Motivate Students Outside the Classroom
  • Motivating Introverted Students to Excel in the Classroom
  • How to Engage Gifted and Talented Students in the Classroom

Categorized as: Tips for Teachers and Classroom Resources

Tagged as: Assessment Tools ,  Engaging Activities

  • Online & Campus Doctorate (EdD) in Higher Edu...
  • Degrees and Certificates for Teachers & Educa...
  • Programming Teacher: Job Description and Sala...
  • B2 speaking

Dealing with a problem

In this video, Vanya goes to Yuna with a problem. Listen to the language they use for dealing with a problem and practise saying the useful phrases.

Do the preparation exercise first. Then watch the video and do the exercises to check your understanding and practise the language.

Preparation

Speaking B2: Dealing with a problem – preparation

Ana : Hi! I'm Ana. Welcome to What to Say ! 

Do you know what to say when you need to deal with a problem? Listen out for useful language for dealing with a problem. Then, we'll practise saying the new phrases – after this.

Vanya : Yuna!

Yuna : Oh, morning!

Vanya : I've got a bit of a problem. 

Yuna : What's wrong?

Vanya : Can we talk in private?

Yuna : Of course.

Yuna : Right, so, what's the matter? 

Vanya : Well, I've made a mistake. A big mistake.

Yuna : OK. I'm sure we can work it out.

Vanya : It was such a silly thing to do! 

Yuna : I'm getting worried now. What's going on here? 

Vanya : OK. It was late last night and I was tired. I wasn't concentrating and I accidentally used my company credit card instead of my own to buy something! 

Yuna : Don't worry, these things happen. There's a procedure to deal with this. How much did you spend? 

Vanya : It was quite expensive.

Yuna : How expensive?

Vanya : It was very expensive.

Yuna : Vanya, how expensive?

Vanya : £3,782 … and 56 pence.

Yuna : What? You spent £3,782?! 

Vanya : … and 56 pence. 

Yuna : What was it? Vanya?

Vanya : Just a weekend break! I just like a really nice hotel!

Yuna : OK, I see. Thanks for letting me know.

Vanya : Ah! I feel so much better now I've told you. Please don't tell Noelia.

Yuna : Oh, I'm definitely going to tell her!

Noelia : Hi!

Vanya : Hi!

Ana : Hello again! Wow, that's a lot of money for a weekend break. So, did you notice the useful phrases used for dealing with a problem? Listen to me and then repeat. 

What's wrong?

I've got a bit of a problem.

Could we talk in private?

What's the matter?

I've made a mistake.

I'm sure we can work it out.

Don't worry, these things happen.

Thanks for letting me know.

I feel so much better now I've told you.

Ana : Try and use some of these phrases the next time you need to deal with a problem in English. Bye for now!

Speaking B2: Dealing with a problem – 1

Speaking B2: Dealing with a problem – 2

Speaking B2: Dealing with a problem – 3

When was the last time you helped someone with a problem at work?

Language level

Well, at work usually we deal with issues all the time. Since our job is to help others to understand a product features and functionalities, we are solving problems all the time. One of the things I like the most of my job is that we all are always available to lend a hand when it is needed.

  • Log in or register to post comments

The last time I helped someone was yesterday. It was something related to my parents and I'm still working on that issue wish me luck!

Good luck, I hope everything is getting better.

Currently, I don't have a job, but sometimes I also help my classmates at university when they are absent. For example, I will send them the curriculum of the lesson that the teacher is teaching that day.

I used to help my coworkers, colleagues, sisters and friends dealing with their problems by giving them some tips form my experience, and reciprocally I receive help from them and i don't hesitate a second to ask for help when I'am in a tough situation. I remember once my sister have deleted all data on her phone and she didn't have a clue how to get them back, so I suggested to install a recovery application but it didn't work, i took her to a friend who has a remarkable backgound in this field and thanks to him he fixed the problem and recovered all her important data.

The last time I helped someone with a problem was at school. One of my colleagues had a hard time planning for his studies effectively, so I told him about my studying routine, hoping that it will help him know what he was doing wrong.

Today I helped my colleague and explained her how the calculation should be done.

actually i don't work yet but i used to help my classmates at the university. I sent them what the teacher mentioned in the previous lesson. Thank to that, they could complete the assignment on time.

i don´t work yet but i help my colleagues at school with their homeworks or with classes that they missed

Well the day before yesterday when there was no network in the office available. Connecting with internet provider and our IT helpdesk helped to solve the issue.

Online courses

Footer:Live classes

Group and one-to-one classes with expert teachers.

Footer:Self-study

Learn English in your own time, at your own pace.

Footer:Personalised Tutor

One-to-one sessions focused on a personal plan.

Footer:IELTS preparation

Get the score you need with private and group classes.  

Problem-Based Learning and Adult English Language Learners

Julie Mathews-Aydinli Center for Adult English Language Acquisition (CAELA) April 2007

(This brief is also available in pdf format .)

Background on Adult Learners

Adult education programs serve learners who are native English speakers and those whose first, or native, language is not English. Native English speakers attend adult basic education (ABE) classes to learn the skills needed to earn high school equivalency certificates or to achieve other goals related to job, family, or further education. English language learners attend English as a second language (ESL) or ABE classes to improve their oral and written skills in English and to achieve goals similar to those of native English speakers.

Audience for This Brief

This brief is written for adult ESL teachers and program administrators, as well as educational researchers, policymakers, and stakeholders who work with adult English language students in ESL classes or in mixed ABE classes (with native English speakers and English language students.

Introduction

Problem-based learning purposefully combines cognitive and metacognitive teaching and learning. It is an approach that has been around since the late 1960s (Neufeld & Barrows, 1974) and engages language students in learning how to learn while they also learn language and content. Roschelle (1999) held that problem-based learning is rooted in John Dewey’s project-based pedagogy of the early 20th century (e.g., Dewey, 1929, 1933, 1938). Within the area of second language learning and teaching, problem-based learning aligns with approaches in which students learn the target language by using it, rather than being presented with and then practicing predetermined language structures. Approaches based on similar principles include task-based learning (Ellis, 2003; Skehan, 1998; Willis, 1996), content-based learning (Garner & Borg, 2005; Rodgers, 2006), and project-based learning (Alan & Stoller, 2005; Lee, 2002; Moss & Van Duzer, 1998). What makes problem-based learning unique is its core focus on learning through solving real, open-ended problems to which there are no fixed solutions (Ertmer, Lehman, Park, Cramer, & Grove, 2003). Students work alone or in groups first to understand a particular problem and then to find possible solutions to it.

This brief describes how problem-based learning aligns with research on second language acquisition, gives guidelines for teachers and administrators on implementing problem-based learning in classes or programs for adults learning English as a second language (ESL), and outlines the benefits and challenges of using a problem-based learning approach with adult English language learners.

The Problem-Based Learning Process

In problem-based learning classrooms, the roles and responsibilities of both teachers and learners are different from those in more traditional types of school-based learning. Generally, in problem-based classrooms, the teacher acts as a coach for or facilitator of activities that students carry out themselves. The teacher does not simply present information or directly control the progression of work. Instead, the teacher provides students with appropriate problems to work on, assists them in identifying and accessing the materials and equipment necessary to solve the problems, gives necessary feedback and support during the problem-solving process, and evaluates students’ participation and products, with the goal of helping them develop their problem-solving as well as their language and literacy skills. These activities are described below.

Four Steps in Implementing Problem-Based Learning Many works have described the process of problem-based learning from the perspective of students (e.g., Albion & Gibson, 1998; Boud, 1985; Butler, 2003). This process generally includes four main steps, which are illustrated in Figure 1 under “Process for Students”: (1) being introduced to the problem, (2) exploring what they do and do not know about the problem, (3) generating possible solutions to the problem, (4) considering the consequences of each solution and selecting the most viable solution. However, we have had little information about what actions each of these steps require from the teacher. What, for example, can teachers do to help introduce students to the problem and explore what they know and do not know about it? What is the teacher’s role when students are generating possible solutions and choosing among them? What are the teacher’s options after the process is complete? Figure 1 also gives some guidelines to address these questions, developed by the author of this brief. Further details on the teacher’s role as outlined in Figure 1 are then described in the following section, “Considerations for Teachers.”

Considerations for Teachers

The teacher’s role in problem-based learning moves from preteaching through assessing students’ performance throughout the project, and includes the following steps:

  • Introduce the Problem and the Language Needed to Work on It
  • Group Students and Provide Resources
  • Observe and Support
  • Follow Up and Assess Progress

Preteach The teacher’s first responsibility is to teach students about the rationale for and structure of a problem-based approach to language learning. For students who are accustomed to more traditional, teacher-centered classrooms, it is critical that they know they will be given direct, follow-up instruction, but that during the problem-solving phase, the teacher’s role is to observe and support. Students also need to understand that their goal is to work together to solve a problem, but for the activity to benefit their language learning, they must use only English in their groups.

Introduce the Problem and the Language Needed to Work on It To maximize language learning outcomes, ESL teachers need to prepare adult students for the language demands of the problem-solving activity. Activities to prepare students vary according to their proficiency levels. (See Rhem, 1998, for activities that can be done in small groups.) These may include prereading or prewriting exercises, discussions to link the problem with the students’ knowledge and experiences, or preteaching vocabulary and structures that will be useful in finding solutions to the problem.

For teachers, selecting problems for students to work on may be the most difficult part of problem-based learning. Ideally, problems should

  • be related to the students’ lives to increase interest and motivation,
  • require students to make decisions and judgments (the problem they work on should be an actual problem, not just an information-gathering task), and
  • include a question or set of questions that are open-ended and likely to generate diverse opinions.

Teachers might survey students for their ideas on problems or conflicts that they face, or have faced, in their daily lives or that they are aware of in their community. Below is a problem that students at the high-beginning or above levels might work on. Although it is teacher created, it mirrors the problems many refugees and other adult learners face when they arrive in the United States and need to support their families while learning English.

Group Students and Provide Resources Teachers should group students carefully to increase their language learning opportunities in a problem-based activity. In a multilevel class, problem-based learning provides an opportunity to have students of different proficiency levels work together. If possible, teachers should group students from different language backgrounds together to guarantee that students communicate in the target language.   Teachers should make available a variety of resources to help students work on the given problem. In the sample problem above, for example, information about local schools can be collected from the schools themselves as well as from Internet sites that rank public schools across the United States (e.g., www.greatschools.net ). Classified ads on the Internet and in local newspapers can be searched for housing possibilities. Bus schedules and maps can usually be obtained from transportation agencies or tourist information centers, and local government offices and public libraries are good sources for information—often free—about local services and facilities. When providing students with resources, teachers should make sure the students understand how to use them and how these resources may help in finding a solution to the problem.

Observe and Support While the students are working in their groups—gathering information, discussing it, considering and choosing the best solution for the problem—the teacher’s role is to observe and support. Specifically, teachers should take notes on the language used, language problems encountered, and individual students’ participation in the activity. If asked, the teacher may provide linguistic or technical help to a group but should avoid directing the group’s efforts or in any way controlling their activities to solve the problem.

Follow Up and Assess Progress Teachers need to provide language-appropriate opportunities for students to share the results of their work and follow-up language activities that build on that work. Depending on the proficiency levels of the students, sharing their results could include oral presentations or debates (with intermediate or advanced students), completing simple questionnaires about the process (with intermediate or high beginners), or creating posters that graphically display the steps taken in finding a solution to the problem (with beginners). Follow-up activities should be based on the teacher’s observations and notes taken during the problem-solving process. While students are working to solve the problem, teachers should try to observe whether students are experiencing difficulties with particular grammar points, pronunciation, vocabulary, reading strategies (e.g., skimming for information), or pragmatic structures (e.g., telephone greetings, requesting information, thanking). These difficulties should provide the starting points for supplemental, focused instruction and support. Finally, assessment should be carried out, focusing on two primary areas. Teachers can assess students on the basis of their participation in the activity, and the activity itself can be assessed for effectiveness.

Information for Administrators

Administrators can do a number of things to initiate problem-based learning in their program and ensure that it is successful. They can

  • become informed about problem-based learning and consider the options for incorporating it into their program’s curriculum,
  • involve teachers in problem-based learning,
  • provide training and resources for teachers,
  • help teachers find resources for students to use in solving problems, and
  • regularly evaluate the work in problem-based learning classrooms.

Determine the Place of Problem-Based Learning in a Program Administrators need to consider whether problem-based learning should be an overarching approach to teaching throughout the program, or should be treated as an activity to be used when desired or at specific points in instruction. They also need to consider how this approach can be aligned with the program’s content standards.

Involve Teachers in Problem-Based Learning Administrators can provide opportunities for teachers to engage in problem-based learning themselves. For example, during inservice training workshops, they can present teachers with scenarios of challenges they might face in the classroom (e.g., multilevel classes, frequent rotation of students, lack of resources) and ask them to work on them together. Teachers can be given resources to explore (e.g., the Internet, research articles) and work on addressing the challenges. (See, e.g.,  www.public.iastate.edu/~nkerli/CI503/learning.html , a Web site that describes various adult ESL student profiles and challenges for teachers to work on.)

Provide Training and Resources for Teachers In addition to holding workshops for teachers on problem-based learning, administrators might arrange a study circle for them based on a short text about problem-based learning, such as this brief. In the study circle, teachers can read this brief and additional articles about problem-based learning, discuss ways to use it in their classrooms, and select problems they might introduce in their classes. (For information about conducting study circles, see Center for Adult English Language Acquisition, in press; and study circle guides from the National Center for the Study of Adult Learning and Literacy, 2005, 2006.) Two sources of possible problems to use in upper-level classes are TOEFL preparation materials and GED preparation materials, both of which include problem-based writing questions. (See, e.g., Cameron et al., 2002; Educational Testing Service, 2006.) Sources for problems to use with beginning- and intermediate-level students include A Day in the Life of the González Family (Van Duzer & Burt, 1999) and Engaging Immigrant Seniors in Community Service and Employment Programs (Senior Service America & Center for Applied Linguistics, 2006).

Help Teachers Identify Resources It is extremely important that administrators help teachers identify and locate resources to use for problem-based learning in their classes. If the facilities exist for students to access the Internet, this is a tremendous asset, although administrators should ensure that the teachers themselves are comfortable using available technology. In many cases, local community and government offices can offer useful and free resources. Depending on the focus of the problems used, sources such as local libraries, courthouses, Better Business Bureaus, police departments, fire stations, schools, community centers, local businesses, chambers of commerce, or transportation authorities may be able to provide text resources, guest speakers, or sites to visit—all of which may serve as resources for problem-based learning.

Evaluate Problem-Based Learning A crucial component of the process is ongoing evaluation. However, regular evaluation should not be interpreted as an assessment of the teachers’ or students’ performances, but rather as a means for checking whether this approach is meeting the students’ needs and is fitting well within the program. Administrators might use the following questions to guide their evaluation of problem-based learning in their programs:

  • Are students interacting with each other and sharing information?
  • Are they working together in groups rather than relying on teacher guidance?
  • Are students speaking English?
  • Are all students engaged?
  • Is the teacher carefully observing the process and giving students meaningful feedback after the activities have been completed?
  • Is the teacher incorporating these observations into subsequent language lessons?

A negative response to any of these questions may indicate that students have not been given adequate information about problem-based learning and its benefits, or that the teachers have not been adequately trained. As part of the evaluation, administrators can also consider surveying teachers and students about their experiences with and reactions to problem-based learning, and take these responses into consideration when deciding whether to revise how the approach is being used in the program.

Benefits and Challenges of Problem-Based Learning in Second Language Acquisition

Benefits Second language acquisition research and practice have long recognized the value of classroom interactions between learners and other learners, teachers, and texts for promoting language acquisition, particularly when these interactions involve negotiation of meaning. (See Moss & Ross-Feldman, 2003, for a summary of this research.) Such conclusions were reflected in the major shift toward communicative approaches in language teaching that began in earnest in the late 1970s (Brumfit & Johnson, 1979). More recently, some researchers and practitioners have turned to problem-based learning as a way to promote meaningful interaction in the second language classroom. When there is a focus on real-world issues and problems, the interactions that take place have been found to be more meaningful and authentic than interactions produced during activities such as assigned role plays or repetition of dialogues, and the expectation is that such interactions promote second language acquisition (Mackey, 1999; Nakahama, Tyler, & Van Lier, 2001). Since problem-based learning shifts the emphasis on learning activity from teachers to students, it can also help students become more autonomous learners who will transfer the skills learned in the classroom to their lives outside of the classroom (James, 2006). For adult English language learners in particular, carefully chosen problems directly related to their everyday lives can be not only highly motivating but also practical for them to work on.

Challenges There are some challenges with problem-based learning. One challenge is that students who share a common first language may use that language rather than English when working in groups on the assigned problem. This difficulty can be addressed by placing students of different language backgrounds in the same group. A second concern is that problem-based learning may not be appropriate for beginning- or literacy-level students whose English oral and reading skills are minimal. One way to address this concern is to place students with stronger and weaker language skills in the same group, thus allowing those with weaker skills to hear the language and observe the learning strategies of the stronger students, while giving more proficient students opportunities to engage in interactions and negotiate meaning with their peers. Another way is to preteach challenging vocabulary through reading and discussion. Teachers must carefully consider the problems and activities that students are involved in to ensure that the students with limited language and literacy understand and find solutions to the problems.

Teachers may face a different kind of challenge when they allow students to negotiate meaning and solve the problem among themselves, without teacher intervention. Research at the Lab School in Portland, Oregon, on pair work in ESL classes suggests that when teachers approach students working in pairs, the nature of the students’ interaction changes (summarized in Smith, Harris, & Reder, 2005). Students may stop negotiating, ask the teacher to solve their problem, or start interacting with the teacher about unrelated topics. This change in interaction may keep students from trying out linguistic strategies to solve the problem on their own. Discussing as a class why problem-solving activities are useful for students to carry out without the teacher’s input may help to keep both students and teachers on track.

Problem-based learning has much to offer in adult ESL instruction. As a teaching approach it has both linguistic benefits, as shown in the research on the role of natural, meaning-focused classroom interaction in language learning, and affective benefits in the form of raising student motivation and promoting learner autonomy and transfer of learning beyond the classroom. To achieve these benefits, teachers and administrators must ensure that students understand the principles behind problem-based learning and recognize that they are participating in an effective learning process, even if it is unfamiliar to them. Teachers need support from program administrators, from initial training in how to conduct problem-based learning to help with making resources available to students. Finally, administrators must consider the role that problem-based learning will play in their program. Will it constitute the primary philosophical and pedagogical thrust of the program, or will it serve as an alternative activity for teachers to use in their classrooms? Careful consideration of these issues will increase the likelihood that problem-based learning will be successfully incorporated into an adult ESL program with positive outcomes.

Alan, B., & Stoller, F. L. (2005). Maximizing the benefits of project work in foreign language classrooms. English Teaching Forum, 43 (4), 10–21.

Albion, P. R. & Gibson, I. W. (1998). Designing multimedia materials using a problem- based learning design. Retrieved February 16, 2007, from www.usq.edu.au/users/albion/papers/ascilite98.html

Boud, D. (1985). Problem-based learning in perspective. In D. Boud (Ed.), Problem-

based learning in education for the professions (pp. 13–18). Sydney, Australia: Higher Education Research Society of Australasia.

Brumfit, C., & Johnson, K. (Eds). (1979). The communicative approach to language teaching . New York: Oxford University Press.

Butler, S. M. (2003). Designing a technology-based science lesson: Student teachers grapple with an authentic problem of practice. Journal of Technology and Teacher Education , 11 (4), 463–481.

Cameron, S., Emmons, J. G., Jackson, L. W., Kay, M. A., Klug, D. K., Mallek, C. M., et al. (2002). The best test preparation for the new GED high school equivalency diploma test . Piscataway, NJ: Research & Educational Association.

Center for Adult English Language Acquisition. (in press). The CAELA guide for adult ESL trainers . Washington, DC: Author.

Dewey, J. (1929). Experience and nature. New York: Dover.

Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process (Rev. ed.). Boston: D.C. Heath.

Dewey, J. (1938). Experience and education. New York: Collier Books.

Educational Testing Service. (2006). TOEFL sample w riting topics . Retrieved December 22, 2006, from www.ets.org/Media/Tests/ TOEFL/pdf/989563wt.pdf

Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.

Ertmer, P. A., Lehman, J., Park, S. H., Cramer, J., & Grove, K. (2003). Barriers to teachers’ adoption and use of technology in problem-based learning. Proceedings of the Association for the Advancement of Computing in Education (AACE) Society for Information Technology and Teacher Education (SITE) International Conference , 1761–1766.

Garner, M., & Borg, E. (2005). An ecological perspective on content-based instruction.

Journal of English for Academic Purposes, 4 (2), 119–134.

James, M. A. (2006). Teaching for transfer in ELT. ELT Journal, 60 (2), 151–159.

Lee, I. (2002). Project work made easy in the English classroom. The Canadian Modern Language Review, 59 (2), 282–290.

Mackey, A. (1999). Input, interaction, and second language development: An empirical study of question formation in ESL. Studies in Second Language Acquisition, 21 (4), 557–587.

Moss, D., & Ross-Feldman, L. (2003). Second language acquisition in adults: From research to practice. Washington, DC : National Center for ESL Literacy Education. Retrieved December 22, 2006, from cal-org.wdi.net/caela/esl_resources/digests/SLA.html

Moss, D., & Van Duzer, C. (1998). Project-based learning for adult English language learners . Washington, DC: National Center for ESL Literacy Education. Retrieved December 22, 2006, from cal-org.wdi.net/caela/esl_resources/digests/ProjBase.html

Nakahama, Y., Tyler, A., & Van Lier, L. (2001). Negotiation of meaning in conversational and information gap activities: A comparative discourse analysis. TESOL Quarterly, 35 (3), 377–405.

National Center for the Study of Adult Learning and Literacy. (2005). Skills for health care access and navigation. Boston, MA: Author. Retrieved March 1, 2007, from www.ncsall.net/?id=891

National Center for the Study of Adult Learning and Literacy. (2006). Adult student persistence. Boston, MA: Author. Retrieved March 1, 2007, from www.ncsall.net/?id=896

Neufeld, V. R. & Barrows, H. S. (1974). The McMaster philosophy: An approach to medical education. Journal of Medical Education, 49 (11):1040–1050.

Rhem, J. (1998). Problem-based learning: An introduction. The National Teaching and Learning Forum , 8 (1). Retrieved December 11, 2006, from www.ntlf.com/html/pi/9812/problem-based learning_1.htm

Rodgers, D. M. (2006). Developing content and form: Encouraging evidence from Italian content-based instruction. Modern Language Journal, 90 (3), 373–386.

Roschelle, J. (1999). Transitioning to professional practice: A Deweyan view of five analyses of problem-based learning. Discourse Processes: A Multidisicplinary Journal, 27 (2), 231–240.

Senior Service America & Center for Applied Linguistics. (2006). Engaging immigrant seniors in community service and employment programs: A guide for providers . Silver Spring, MD, & Washington, DC: Authors. Retrieved May 1, 2007, from www.seniorserviceamerica.org/news/cal_guide.html

Skehan, P. (1998). Task-based instruction. Annual Review of Applied Linguistics, 18, 268–286.

Smith, C., Harris, K., & Reder, S. (2005). Applying research findings to instruction for adult English language learners. Washington, DC: Center for Adult English Language Acquisition. Retrieved December 22, 2006, from cal-org.wdi.net/caela/esl_resources/briefs/research.html

Van Duzer, C., & Burt, M. (1999). A day in the life of the González family. Washington, DC, & McHenry, IL: Center for Applied Linguistics and Delta Systems.

Willis, J. (1996). A framework for task-based learning. London: Longman.

Additional Resources

Abdullah, M. H. (1998). Problem-based learning in language instruction: A constructivist model . Bloomington , IN: ERIC Clearinghouse on Reading, English, and Communication. Retrieved December 11, 2006, from www.ericdigests.org/1999-2/problem.htm

Esch, C. (1998). Project-based and problem-based: The same or different? San Mateo , CA: San Mateo County Office of Education. Retrieved December 11, 2006, from http://problem-based learningmm.k12.ca.us/problem-based learningGuide/problem-based learning&problem-based learning.htm

Peterson, M. (1997). Skills to enhance problem-based learning. Medical Education Online , 2 (3). Retrieved December 21, 2006, from www.Med-Ed-Online.org

The role of the tutor. (n.d.). Problem-based learning at Queen’s . Kingston, Ontario, Canada: Queen’s University. Retrieved December 11, 2006, from http://meds.queensu.ca/medicine/problem-based learning/problem-based learninghome6.htm

Problem Based Learning for English as a Second Language Learners

www.pblforesl.com

Contains useful details on how to set up groups and design problems.

Problem Based Learning (PBL)

http://coe.sdsu.edu/eet/articles/pbl/start.htm

Gives an overview of the benefits of problem-based learning.

Problem-Based Learning

http://coe.sdsu.edu/eet/articles/problembl/start.htm

Distinguishes between problem-based learning and problem-stimulated learning. Also includes an animated description of the roles taken by students and teachers in a problem-based learning process.

You are using an outdated browser. Please upgrade your browser or activate Google Chrome Frame to improve your experience.

FluentU Logo

10 Advanced ESL Activities to Engage Your Students

Too often, the quantity of ESL students talking is given priority over the quality  of the speaking time.

While it’s important to get your ESL students talking, it’s even more important to get them talking well.

But how do you do it?

In this post, I’ll share 10 engaging activities that will get your advanced ESL students practicing the English they know and learning more along the way.

1. Class Debate

2. film a news show or skit, 3. murder mystery party, 4. improv games, 5. record an interview, 6. discussion: speed-dating style, 7. think-pair-share, 8. pros and cons, 10. socratic circles.

Download: This blog post is available as a convenient and portable PDF that you can take anywhere. Click here to get a copy. (Download)

Class debates are an ideal way to get your advanced students talking, especially because there are several opportunities for speaking practice in one activity.

First, break your class into smaller groups of about four or five students. Debating in large groups saves time, but it could cut down on how much each individual student actually gets to say. Depending on the size of your class, you may want to have two separate debate sessions, and have the students who aren’t  participating in the debate judge the results for their classmates.

For the debate, give students an interesting topic and be sure to give them enough materials—in English, of course—to be able to address the issue you’ve assigned. A great way to do this is to choose an issue from current events and give your students access to recent English-language newspapers, either online or in paper form, such as The New York Times , The Wall Street Journal  and  The Guardian .

The New York Times  requires a subscription for full access, as does The Wall Street Journal   (if you and your students use these sources on anything like a regular basis, you may find they’re easily worth the price). You can also give students a choice of three fascinating debate topics and have them vote for which one they’d like to discuss.

Assign each group a side and give students approximately a half hour to prepare their arguments. Each side should be aware from the very beginning that you’ll require an introductory argument (five minutes), rebuttal (two minutes), second rebuttal (two minutes) and conclusion (two minutes). Each student will be required to manage one of these arguments; for groups of five, the introduction can be split in half. This will ensure that all students have the opportunity to speak.

When it comes time to begin the debate, flip a coin to decide which group gives the first argument. Both introductions are then given; encourage all students to take notes during the introductions. After the introductions, give groups two minutes to formulate a rebuttal.

Rebuttals are then given, followed by an additional two minutes for a second rebuttal. Students are given two minutes to edit their conclusions, as needed, followed by deliberation by the jury or the teacher.

Things to Watch Out for:

  • While students are preparing their arguments, be sure to monitor groups to ensure that the preparation work is being done in English.
  • Be sure that students who are giving the introduction and conclusion avoid the temptation to read what has been prepared. Students should be graded on delivery as well as argument.

Filming a news show or skit is a great way for students to include multimedia in their oral English practice, especially if your school has a multimedia lab. Unlike a more traditional skit that students simply perform in class, this concept allows students to use free editing software, such as iMovie for Mac , to edit their films together.

First, decide whether you would rather have students film a news show or a skit. Skits tend to be better for larger groups that are older and more advanced, whereas a news show is better for intermediate learners or when you’re a bit strapped for time.

It can be beneficial to model a news show or skit with native content from FluentU . With this program, you’ll be able to showcase authentic English from video clips of the news or other media. Every video has interactive subtitles that let students pause and check the meaning of any word to avoid confusion.

esl problem solving activities

You can also make a flashcard deck with relevant terms from the various videos on FluentU. These flashcards will let students see the word in context in sentences and clips from other videos. You can also use these flashcards to help students learn the words with adaptive exercises .

Once they’ve seen some examples and learned a few keywords, students will need to conceive of the skit and write it. You may wish to give direction as to a topic, especially if you’d like to link it back to something that you’ve been studying.

For example, if you’ve been reading a novel with your advanced ESL students, you may ask them to reinterpret a scene from the novel. If you’ve been working on vocabulary, ask students to incorporate at least ten of their new words into the skit.

For a news show, each student will present the daily news (or invented news!) from each section, i.e. general news, sports news, weather news, local news. This option allows students to still experience the multimedia aspect of this activity without having quite as much to prepare.

Should you choose the first option, you should allow your students at least four class periods to prepare: one to conceive of their skit, one to rehearse, one to film and one to edit. For the news show, you could conceivably do the activity in just three periods—one to write the show, one to film and one to edit. Use an additional class period to have a screening of all of the students’ projects.

  • Be sure to stress that each student must speak in the skit/news show. Some students will have larger parts than others, but make sure that students take turns filming so that they don’t end up behind the camera instead of in front of it.
  • Encourage students to write a script that suggests their lines, rather than attempting to memorize exact lines. This will not only allow them to practice spontaneous oral production but also removes the tedious task of memorization which is not the goal of this exercise.
  • Consider giving students’ skits a time frame, for example five to ten minutes.

A murder mystery party can be a fun last day exercise before a big break or vacation. It’s a bit tougher to grade than some of the other ideas on this list (you may opt not to) but it’s endlessly fun for students and it can be a lot of fun for you as well!

First off, you’re going to have to come up with a scenario and characters. You can make up your own characters or you can use a  guide to murder mystery parties to start off on the right track. You can even purchase murder mystery party kits online.

Next, you’ll need to assign each of your students a character at the party. Each student will receive a card with secret information about his or her character, which the students should keep to him or herself unless asked a direct question by another character, in which case the student has to answer truthfully.

The aim of the game is to figure out who murdered the host of the party by asking questions and snooping for clues. You can leave clues around your classroom ahead of time, making them as simple as notecards describing an item (for example, a silver bracelet with a strange, rusty red stain on it) or you could create actual props, depending on the time you have to work on this project.

Things to Watch Out f or:

  • Be sure to encourage students to speak in English. When playing a game, there’s always a temptation to revert back to the native language, and this should be discouraged at all costs. To keep things going smoothly you’ll need to become part of the game yourself, so don’t forget to create your own character!
  • If it seems as though students aren’t discovering clues quickly enough for the game to reach its conclusion, as the game-master you can give them hints. Just make sure that all students hear the hints!

Improv games can be a great way to encourage students to speak spontaneously, which is a vital English skill.

While there are lots of different  improv games out there, this basic improv game is great for the classroom. It’s fast, it allows students to speak quite a bit and it’s very adaptable, depending on the class that you have.

Choose three students to go on “stage” to start. Ask students in the audience to name a place, which becomes the setting. From here, the students should begin to improvise a scene.

Right before the scene begins, ask each student to take a slip of paper, upon which you’ll have already written a random word. The student must use the word in the skit at some point. Students have only five minutes to finish the skit and use each of their words before another three students take their place.

If you think that students need more guidance, you can also give them characters or a basic premise. For example, “You’re all roommates and you need to talk to Chris about the problems being posed by his pet alligator.”

As students get used to the game, you can also allow audience members to raise their hands periodically and throw in something new when called on. For example, a student might say, “Someone knocks on the door.” Or “A bird flies in through the window.”

  • With games, it’s always better to let the game reach its logical conclusion first and correct, if needed, later. Be sure to take notes so that you can address any grammar issues or other problems that you noted during the game. As always, the best way to correct speech like this is to first repeat or write the sentence the way you heard it, and then ask students to offer a correction.

This activity allows advanced English students to use their knowledge to correct their classmates, which gives them even more linguistic awareness.

First, place your students into pairs. Give students between five and ten minutes to come up with a list of questions—for an advanced class, between seven and ten questions should be enough, as the questions should be open-ended.

Have them download a voice recorder app onto their phones, and allow students to interview one another. A variant of this may be to allow students to take on a persona, real or imaginary, and answer the questions as this persona.

Once the interview is over, have students listen to the recordings and correct themselves and one another. Ask students to justify their corrections, to ensure that they have understood the mistakes that were made. These corrections should be written out and turned in.

  • Students correcting other students can become mean-spirited in the wrong context. Make sure that students are correcting one another helpfully.
  • Ideally, the teacher should listen to all recordings to make sure that no corrections were missed. Have students keep interviews to under 5 minutes, to make this easier for you, and have them share their audio files via Dropbox or email so that you can listen too.

This is a fun one that can be used as a main activity or as a warm-up to a lesson. First, you’ll need to rearrange the classroom a bit, if you’re able to in your teaching environment.

Organize your class into two concentric circles with chairs from the outer circle facing in, and chairs from the inner circle facing out. The structure of this activity is much like the deeply romantic modern courtship ritual of speed dating. Choose one circle to be “mobile.” After three minutes of discussion, students in the “mobile” circle will cycle clockwise to speak to a new partner.

There are a number of ways you can organize the topics they’ll discuss. You could call out a new topic every three minutes, or, to really get your students to develop an opinion, you could have them discuss the same topic with each person in the opposite circle.

Time is of the essence here; it’s best to keep your topics fairly straightforward, as there won’t be much space for reflection as the seconds tick away. I find relatively light topics such as “Is it really that good being young?” “Which are better: cats or dogs?” and “Should students wear uniforms?” are very effective for this format.

When teaching a course on discussion and debate at the Thai university where I work, I always use this activity as an ice-breaker for the students to get to know each other. It warms them up and helps them become comfortable with each other, which can be very important in encouraging students to express their opinions to each other.

  • You might find that students run out of things to say before the three minutes are up. Have some follow-up questions ready in case that happens so you can keep the conversation going. 
  • Listen for common mistakes that you can go over as a class after the activity. 

Also called “Talking Partners,” this activity begins by giving the class a topic to think about. They can think quietly about the topic for a few minutes and are then assigned a partner.

Students will discuss their opinions about the issue with their partner. After a set number of minutes is up, pairs can share their opinions about the topic with the class as a whole.

Possible topics for Think-Pair-Share might include “Nurses should be paid more than lawyers,” “Alcohol should be made illegal” and “Money defines success in life.”

This activity lends itself to easy differentiation: You might pair up a weaker student with a stronger one, or decide to partner two strong students together to keep them challenged.

Likewise, when each pair is sharing their opinions with the class as a whole, you may wish to have each student explain the position of their partner rather than their own opinions. A kind of “devil’s advocate” then can be a useful exercise to lead into more formally organized debates.

  • Again, some pairs may finish talking before the set time is up. If this happens, you can have them give you a quick summary of their opinions and then ask follow-up questions for them to continue discussing. Or, if they share the same opinion, you can ask them to discuss arguments that the other side might use in a debate. 

This simple activity is very useful—whether as preparation for structured discussion or debate or as an end in itself. It can also be a great way for students to reflect on a topic while forming their own opinion.

Pros and Cons involve individually making lists of the pros and cons (or the for and against) of a given topic. It allows the student to weigh the different arguments and counterarguments in their minds.

It can also provide a useful jumping-off point for extended pieces of writing . I sometimes provide students with word banks of target phrases, vocabulary and sentence starters during this activity, helping the students express their ideas more coherently.

When the students have completed their list of pros and cons, they can use this as a basis for writing their arguments in the form of an essay or debate preparation. The list allows them to see points and counterpoints they can develop, and also highlights the fundamental differences between mere propaganda and a well-developed argument that has taken counterarguments into full consideration.

“TV does more harm than good,” “Group English classes are better than private lessons” and “Celebrities are overpaid” can be good starting points to get the pros and cons ball rolling!

  • Picking the topic is an important part of this activity. Try to make it relevant or interesting for your students, but not too advanced for their current level. Again, you can tailor it to the specific vocabulary or topic you’ve been teaching in class. 

An important aspect of discussion is  empathy . The ability to understand things from another’s point of view can be crucial in helping us develop a more sophisticated opinion of our own. “Rounds” effectively does this by putting the student briefly in the position of playing devil’s advocate.

Begin the activity by writing a contentious discussion statement on the whiteboard, such as “Zoos are a necessary way to safeguard endangered species” or “Third-level education is not worth the financial investment.” Have the class divide itself along the lines of for and against, based on their actual opinions. The more contentious the issue, the more beneficial the exercise.

Then, tell students that those who are “for” must now speak for 30 seconds  against the statement, and those “against” must speak for 30 seconds  for the statement. You may wish to have a number of different statements ready to prevent students from merely repeating the arguments of others.

In this activity, the opinions expressed are less important than the intellectual gymnastics required to understand the opposing opinion and formulate an argument against their own stated belief. This is also a useful skill to develop when undertaking formal debates.

  • Since you’re dealing with contentious issues, the discussion could get tense and students could take it personally and get upset. Students could also feel singled out or embarrassed if they’re outnumbered by the other side. You know your students best, so approach this activity considering how they might respond. It could be a good opportunity to talk about respectful disagreement. 

A Socratic Circle is a more formal discussion method developed from the idea of the  Socratic dialogue , whereby we arrive at the “truth” by a process of questioning and answering, then reflecting and critiquing, and finally resulting in a very refined argument or position. In the context of the classroom, it usually revolves around responses to an open-ended question based on a written text.

To begin, assign a suitable text or passage to the class for homework. The students should read, analyze and annotate the text with their own thoughts and opinions. Some very interesting articles to inspire discussion can be found here .

In the next lesson, divide the class into two concentric circles, both facing inwards. Students sit in their assigned circles with their text.

The inner circle then discusses the text, using their notes to help them formulate their ideas. You can use a series of prepared open-ended questions to simulate the discussion.

The outer circle sits quietly while observing closely, and may take notes. After ten minutes (or whatever time is appropriate for your group), the outer circle then provides feedback to the inner circle based on their observations. The groups then switch and the process repeats.

This activity provides excellent training in listening and speaking, and bridges these skills to reading and writing. Generally, the focus of the questions will be a moral dilemma of sorts. This doesn’t mean, however, that it can only be used with older students. Important philosophical questions are raised in many children’s texts too, especially in fables such as “The Tortoise and the Hare.”

As the teacher, you can also differentiate the complexity of the questions in line with the maturity of your students. Usually, the text will be a short thought-provoking piece. While fables work well with younger students, strong, opinionated newspaper editorials are great for older students.

  • Make sure everyone contributes to the discussion rather than relying on the stronger students to do most of the talking. It will quickly become obvious who did or didn’t do their homework! 
  • If it seems like some or all of the students didn’t fully understand the text, take some time to break it down and have the students use context to discover the meaning of unknown words and phrases. 

These techniques are only one element of teaching your advanced students to speak English.

The important thing is to help students overcome their initial fears of speaking and to give them plenty of time to practice.

These activities will let you achieve both objectives!

Enter your e-mail address to get your free PDF!

We hate SPAM and promise to keep your email address safe

esl problem solving activities

Tim's Free English Lesson Plans

Use them, share them, comment on them, and share my link in return.

Tag: problem solving

Another desert island task.

Saw this shared on facebook and just had to repost it, should cause some interesting debates.

Desert Island Items

Desert Island Problem Solving Speaking Activity

Desert-Island

Follow me on twitter  @ RobbioDobbio

Before you use these materials… We’ve created a new podcast aimed at B2+ level English students and teachers alike. You can listen for free at our SoundCloud page below. We have released 5 episodes so far and you can download teacher’s notes to accompany them from our Facebook page or from this blog. All comments and feedback welcome! Give us a like and a share 😉

https://www.facebook.com/2tspodcast/

Task handout:

https://skydrive.live.com/redir?resid=79CFF252BEEA0A7D!503&authkey=!ABjaGRY8sNM-iRU

Language handout:

https://skydrive.live.com/redir?resid=79CFF252BEEA0A7D!504&authkey=!AICWqGyfQ2DTrCE

It’s an old classic but as they say, the old ones are the best!

Warm up questions

What’s the most remote place you’ve ever visited?

Did you spend the night there?

Do you like camping?

Have you ever slept under the stars?

Would you consider it?

What’s the most dangerous natural environment you’ve been in? Jungle? Desert?

What things do you always take with you on holiday?

Give out desert island and language handouts and explain the situation.

You have been selected to take part in a social experiment. You and your group will be taken to a desert island in the middle of the Pacific Ocean. You will have to survive there for a year without contact with the outside world. The island has:

  • Fresh water
  • Banana trees
  • Coconut palms

The climate is mild (not too hot, not too cold) first individually make a list of 8-10 things you think you will need to survive. Then, as a group you will have to decide on 8 things, list them in order of importance.

Students think of their own personal lists first.

In groups they first list all the possible problems they will encounter, then decide on a list of items that will help with these problems.

Students present their lists to class explaining their decisions.

Students must go into more depth about how their island will work.

Students must decide on:

  • Roles and responsibilities
  • Division of labour
  • Justice / punishment / laws /rules
  • Decision making

Students present their system to the class, other groups can ask questions.

We’re definitely going to need ________________

__________________ will be vital / essential / extremely useful / completely useless / a waste of space

I can’t live without ____________________

Making Suggestions

I think we should……………….

I reckon we ought to…………………

Why don’t we………………………..

How about / what about + gerund………………………….

Agreeing / Disagreeing

The €100,000 question, conversation topic

US100000dollarsbillreverse

Put your students in groups of 3 and ask them the following question:

What would you do with €100,000?

Give them 2 minutes to share their ideas, then have them report each other’s answers to the class. (each person reports someone else from their group’s answer)

Did anyone give it to charity?

Give out the following handout:

https://skydrive.live.com/redir?resid=79CFF252BEEA0A7D!452&authkey=!AB2H6x3IinOC6wE

In their groups students discuss the problem and then present their ideas to the class.

As a wrap up ask the students which suggestions they thought were the best, see if they can come to an agreement as a class on how to give the money away.

A long lost aunt that you didn’t know you had has recently passed away. In her will she left your group €100,000 with a note saying it should be given away to “make the world a better place.” Decide in your groups who you are going to give it to.

I think we should……………….

I reckon we ought to…………………

Why don’t we………………………..

How about / what about + gerund………………………….

ESL Kids Games

Learning fun!

Category Archives: "problem solving"

Secret Spies

Can’t see the video? click here ESL Secret Spies is a simple game for Kids. Its a great game to revise vocabulary and practice spelling in a fun and interactive way. Ciphers are always great fun and loved by young learners. Activity Time: 10 mins + Materials required: Scissors, paper, pens/pencils Skills practiced: Vocabulary and spelling. Level: Young learners […]

Riddles can be a great way to practice speaking with ESL students. Riddles are a fantastic way to practice vocabulary and also engage students to think outside the box. This weeks’ game is a simple “What am I?” set of riddles. These riddles are made for young learners. These can also be used with other […]

Grass Skirts

Grass skirts is a great activity to get the class up and out of their seats while still learning and revising their vocabulary. This activity is easy to set up and a great way to make revision fun. This game can be used with all levels. I have used this  game with FCE exam classes […]

Enigma Enigma is a quick and simple ESL game you can put together in no time. It’s a great ESL game for teens and adults of all levels but can be easily adapted for younger learners. It’s a great activity to practice question forming and practising vocabulary from previous lessons etc. It’s also an enjoyable way of […]

How many things…

This warmer is always a fun way to get your students thinking and practicing their vocabulary. I first came across this activity in this book, which has some great ideas for mini-brain workouts for quiet or tired students. This activity is extremely easy to do and requires no pre-class preparation or materials. Activity Time:  5 – 10 […]

Recent Posts

  • 18 Dice Games for the English Classroom
  • 12 Halloween Activities for your ESL Classes
  • ESL Christmas Worksheets and Printables
  • St Patrick’s Day Quiz
  • Learning Names

IMAGES

  1. problem solving

    esl problem solving activities

  2. Free Problem Solving for Kids School Counseling Printable in 2021

    esl problem solving activities

  3. 15 Adult Problem Solving Worksheets PDF / worksheeto.com

    esl problem solving activities

  4. Problem Solving

    esl problem solving activities

  5. Problem solving worksheet: English ESL worksheets pdf & doc

    esl problem solving activities

  6. Problem Solving Activities

    esl problem solving activities

VIDEO

  1. MATHCOUNTS Mini #10

  2. Bird Riddles #shorts #viral #riddles

  3. Class 3 Part 2 Problem Solving approach

COMMENTS

  1. Critical Thinking Problem Solving ESL Activities Games Lessons

    In this free desert island survival game, students use their critical thinking and problem-solving skills to survive being stranded on a desert island. Students imagine that their boat is sinking and that there is a desert island nearby.

  2. 70 Problem Solving English ESL worksheets pdf & doc

    Situations #1 and #3 are for 3 students. Situations #2 and #4 ... 1331 uses LittleSunshine11 Murderous Dinner Party - ROLEPLAY - Conversation... This is a fun speaking activity for your pre-intermediate to advanced students.

  3. PDF TEACHER'S NOTES Island Adventure

    Reading, Writing, Listening and Speaking Activity: writing sentences, preparing and delivering a presentation, freer practice (group work) Focus Critical thinking Problem solving Survival items Aim To use critical thinking and problem-solving skills to survive being stranded on a desert island. Preparation

  4. Problem-solving Activities: The Real MVPs for Students

    1. Open-Ended Questions Open-ended questions are questions that require more than one word or sentence to answer. They can't be answered with a standard response and require thoughtful answers. They can be used in a variety of ways, but they're particularly helpful in promoting problem-solving skills.

  5. Problem solving: ESL/EFL Lesson Plan and Worksheet

    ESL Worksheets Problem Solving LESSON PLAN FOR ENGLISH TEACHERS Problem solving British English American English British English PREVIEW WORKSHEET Upper-intermediate (B2-C1) American English PREVIEW WORKSHEET Upper-intermediate (B2-C1) 45 min Problem solving Share Level: Upper-intermediate (B2-C1) Type of English: Business English

  6. Speaking matters: Problem-solving

    What are problem-solving activities like? There are a number of types of problem solving activities. For the sake of simplicity I'll split them into three types: 1. The opinion problem-solving activity. In this type of activity students are given information to discuss where there is not necessarily one right or wrong answer.

  7. Problem solving with 5 Whys

    First, they need to study the example and then fill in the other graph by asking 5 why questions to get to the root cause. Answers in this task may vary. Let your students be creative there. The aim of the task is to get them familiar with using 5 Whys. Finally, in the last task, students will use the technique to find root causes for problems ...

  8. Problem-Solving Scenarios ESL

    These problem-solving scenarios for ESL have been designed by teachers, for your children's needs. Once downloaded, you'll find 3 different problems; children can either work independently or in a group to come up with 3 possible solutions.

  9. Problem solving: ESL/EFL Lesson Plan and Worksheet

    Problem solving: ESL/EFL Lesson Plan and Worksheet LESSON PLAN FOR ENGLISH TEACHERS Problem solving british english PREVIEW WORKSHEET 45 min Problem solving Share Level: Upper Intermediate - Advanced Type of English: Business English Tags: problems at work problems and solutions declaring and diagnosing a problem making suggestions Situation based

  10. 116 Problem solving English ESL video lessons

    Practice social skills and problem solving. Watch this TEDTalk about Creative problem-solving in the face of extreme limits. Students choose the right personal pronoun or an object pronoun to fill in the gap. Mixed questions that test students' understanding of past and present modals of speculation.

  11. Role play Scenarios for ESL: Different Topics and Situations

    Role-play: Traveling. A1: You are a receptionist of a 5* hotel. You are very polite and you can deal with annoyed guests. Try to calm down the guest and solve any issues they have. Try to avoid calling the manager. B1: You are a wealthy businessman staying at a 5* hotel. You are used to quality service and luxury, but this hotel doesn't offer it.

  12. Teaching Critical Thinking Skills in the ESL Classroom

    Several activities can be used in the ESL classroom to foster critical thinking skills. Teaching critical thinking examples include: ... problem-solving, and conflict resolution, as well as critical thinking. A major component of critical thinking is understanding the perspective of the person you are communicating with. Teachers should have a ...

  13. Problem Solving: speaking activity

    The aim of this speaking activity is to practice problem-solving in English and brainstorm solutions to five different problems. It is perfect for conversation classes, bigger and smaller groups, levels intermediate and above. The Task Students work in pairs or small groups trying to find solutions to 5 different problems.

  14. ESL Problem-Solving Games

    Popular games and game shows can easily be adapted for ESL problem solving. Everyone already knows the rules and can jump right in! Games like Balderdash and Scrabble are good for developing general vocabulary, and Jeopardy is useful for content.

  15. Giving Advice ESL Games Activities Worksheets

    ESL Should and Shouldn't Worksheet - Vocabulary Exercises: Identifying, Matching, Binary Choice, Gap-fill, Writing Sentences - Speaking Activity: Freer Practice - Pair Work - Pre-intermediate (A2) - 25 minutes Here is a comprehensive should and shoudn't worksheet to help students learn and practice giving advice with should and shouldn't.

  16. 5 Problem-Solving Activities for the Classroom

    1. Brainstorm bonanza Having your students create lists related to whatever you are currently studying can be a great way to help them to enrich their understanding of a topic while learning to problem-solve.

  17. Dealing with a problem

    Average: 4.3 (24 votes) Do you need to improve your English speaking skills? Join thousands of learners from around the world who are improving their English speaking skills with our live online classes and personal tutoring courses. Find out more Submitted by lizz95 on Thu, 15/02/2024 - 01:30 Permalink

  18. Problem-Based Learning and Adult English Language Learners

    Introduce the Problem and the Language Needed to Work on It To maximize language learning outcomes, ESL teachers need to prepare adult students for the language demands of the problem-solving activity. Activities to prepare students vary according to their proficiency levels. (See Rhem, 1998, for activities that can be done in small groups.)

  19. 10 Advanced ESL Activities to Engage Your Students

    Click here to get a copy. (Download) 1. Class Debate. Class debates are an ideal way to get your advanced students talking, especially because there are several opportunities for speaking practice in one activity. First, break your class into smaller groups of about four or five students.

  20. Functional Language ESL Activities Worksheets Games

    On this page, you will find engaging teaching activities, topic-based lessons and worksheets to help students practice and improve their critical thinking and problem-solving skills. The resources in this section also combine critical thinking and problem-solving with other useful skills such as negotiating, prioritizing, ordering, analyzing ...

  21. problem solving

    Part 1: Give out desert island and language handouts and explain the situation. Task: You have been selected to take part in a social experiment. You and your group will be taken to a desert island in the middle of the Pacific Ocean. You will have to survive there for a year without contact with the outside world. The island has:

  22. Problem solving #2

    Problem solving #2 - The Sinking Ship. ksfredriksen. 6136. 74. 47. 1. 1/2. Let's do English ESL discussion starters, speaking cards. This is an oral activity where your students discuss which passengers deserve a place in the lifeboat….

  23. problem solving Archives

    Method. 1. Write words on pieces of papers that you want the students to revise. 2. Cut up the words up into letters and give them to the students to put back into the correct order. Students write down the words that they decipher. 3. Get the students to make their own ciphers and swap them with the other students.