This technique is used to practice listening comprehension. It is based on how first languages are learned, focusing on the pre-speaking stage. Command forms are used with real objects and actions; students respond physically, only adding speech when they are ready.
Objective: To build students' confidence in listening and understanding before requiring speech.
Materials: Real objects.
Description:
Tutor gives a command and models the response, e.g. Pick up your pencil.
Repeat the command several times while modeling. Students copy the model.
Repeat the command for students to follow several times, without modeling it.
Repeat steps 1-3 with a new command until student can follow four or five commands.
When students are following the commands with ease, mix up the order of the commands.
Suggestions:
Use commands such as Stand up, Sit down, and Get out your [materials] for beginners.
Make use of demonstrations of a process (prepare a bowl of cereal - Open the box. Pour the cereal into the bowl, etc)
Have students prepare a demonstration that they will then model for the class and have everyone follow along.
One of the difficulties of learning a new language is holding unfamiliar words in short-term memory. This activity helps learners develop short-term memory skills while reinforcing spelling, word order, pronunciation, listening, and writing skills.
Objective: To reinforce vocabulary and grammar structures in and active and participatory context.
Materials: A list of words or sentences to practice
Description:
Write each sentence on a single piece of paper so that the lettering is large enough to be seen from a couple feet away.
Number the sentences and tape them in the hallway.
Assign one person to be the Walker; the other will be the Writer.
Walkers will go out into the hallway and read the first sentence. They should try to remember as much as they can.
Walkers will then repeat the sentence to their partner. The Writer will listen and write what the walker says.
The Walker may return to the hallway as many times as necessary but may not write anything. The writer should be encouraged to ask for clarification and help with spelling.
Let learners know how many sentences they should complete before switching roles.
Suggestions:
Offer guidance both in the hallway (to help learners read words correctly) and in the classroom (to reinforce good clarification strategies).
Review some simple clarification phrases such as Can you repeat that, please and How do you spell that?
Visual aids are very practical tools. Students are familiar with a wide variety of objects and concepts, but need to learn the English words used to identify them. Pictures aid in comprehension of actions, places, people, and sequential stories.
Objective:
To aid comprehension and retention
To practice listening and speaking
To keep students engaged in the lesson
Materials: Magazines, books, picture dictionary, flashcards, pictures from the Internet, drawings by tutor and/or students
Description:
When introducing new vocabulary that has a physical representation, it is extremely helpful to show the student the real object, point to it in a picture, or draw it. In addition, tutors can have students:
Look through magazines for pictures of key words, cut them out, and make their own flashcards
Have students tape name cards to objects in the room or write labels on a large picture.
Play games that make use of pictures such as Bingo or Concentration.
Pictures may be used to assess students' identification skills:
As student listens to the tutor say a word they can point to the named object or mark objects with an X.
Pictures may be used to enhance a Role Play, Information Gap, or any other activity
Students look at two similar pictures and describe the difference.
Tutors read a story and have students arrange pictures in sequential order to depict the story.
Pictures and words can be mixed within a sentence.
Cloze sentence activities with pictures instead of words.
This approach will help your students see the link between speaking, writing, and reading. When students are more advanced, they can see how the story is being designed so that readers will comprehend and understand the major point(s). For beginning students, the technique allows you to create reading materials with a vocabulary familiar to the students and help you in selecting appropriate sight words.
Ask your students to tell you a story - something seen on the way to class, something about their family, something about a hobby or skill, etc.
Write the story as the student tells it.
Read the story as you point to the words.
Read the story together. Point to the words as you read.
Follow up with an activity
Write words from the story on small cards and have your student match them to the words in the story.
Ask your student to pick a few words to work with. Teach them as sight words or phonetic words.
Ask comprehension question about the story. Have your student show you which sentences contain the answers.
Make a fill-in-the-blank exercise with the story.
Keep a copy of the story and give one to your students. Use the story and vocabulary to create other exercises.
Role plays provide listening and speaking practice for pairs or small groups of learners. This activity involves acting out a situation. Role plays allow students to practice fluency and conversation.
Objective: To improve communication in real-life contexts.
Materials:
Written situations or situations the teacher describes.
Reference notes (not scripts) for guidance
Pictures and/or appropriate props
Description:
Previously learned vocabulary and structures are reviewed.
Tutor verbally explains the given situation. Visual aids and/or props may be used to help create the setting desired.
Tutor gives students time to think about and discuss the language they will need for the situation. The tutor can elicit an example dialog from the students and write it on the board.
Model a role play with one student or a group of students.
Ask student(s) to imagine themselves in one role and you, the tutor, in the other role.
After the demonstration, have students form pairs and practice role playing. In a one-to-one situation, the tutor acts out one half of the role play.
Suggestion: Guidance may be provided through a reference sheet, incomplete script, or example phrases that students may incorporate into the role play. Limit the examples so students are not overwhelmed.
Customer: You are a customer in a department story. You are looking for the shoe department.
Store Clerk: You are a clerk in a department store. A customer asks you for directions.
Parent: You are a parent talking with your child's teacher. Your child has been hitting other children in class.
Teacher: You are a teacher talking with the parent of one of your students. The child has been hitting other children in class.
Patient: You are visiting a doctor. You have a sore throat.
Doctor: You are a doctor. A patient has come to see you.
Bus Driver: You are driving a bus. A rider gets on the bus and asks you a question. The rider wants to know if your bus goes to [location].
Rider: You are getting on a bus. You want to know if the buss goes to [location].