Help students increase spoken fluency while also attending to accuracy with weekly grammar recordings, an assignment that measures fluency through production of grammar structures. The presenter will explain logistics, share sample prompts and student feedback, and discuss adaptations for in and out of class uses for various proficiency levels.

1. Stephanie Hanson TeachingSpecialist
SLHANSON@umn.edu Universityof MinnesotaEnglishLanguage Program
Weekly Assignment: Grammar Recordings
Every week you will record yourself at least two times, practicing grammar topics we study in
class. This assignment will help build your speaking fluency and grammatical accuracy. Use a
computer or phone to make your recordings. Each recording should be 2 minutes long.
NAME your recordings: [explain how you want the files named]
How to SUBMIT your recordings: [explain what you want students to use – email, class
website, dropbox, google drive, etc.] Recordings are due every Monday before class.
TOPICS: I will give you one or two target topics each week to practice grammar we are
studying. The goal is for you to speak naturally for the full 2 minutes while using our grammar
targets. If you run out of things to say, add more details, examples, or description – keep
talking! DO NOT WRITE A SCRIPT AND READ IT. (I want you to practice speaking, not reading.)
Step 1: Make your first recording. Say as much as you can about the topic for 2 minutes. Try
to use the grammar target we are focusing on that week.
Step 2: Listen and count. Listen to your first recording and count how many of the grammar
targets you used. Write this number down.
Step 3: Make your second recording. Say as much as you can about the same topic for the
same amount of time (2 minutes), but this time try to increase the number of grammar
targets you use.
Step 4: Listen and write. Listen to your second recording and WRITE DOWN each grammar
target you use (exactly as you say it, even if you made a mistake in the recording).
Step 5: Correct and count. Look at your list of grammar targets. If you find any mistakes on
your list, use a different color pen or pencil to correct your mistakes. Write down how
many grammar targets you said in your second recording. This paper (one for each
target topic) is due every Monday in class. Here is an example:
Name: Stephanie
Grammar Target: simple present
1st recording: 5 targets 2nd recording: 7 targets
I wake up
I take
My roommate cooks
I eat
We walk
We waits
I get on

2. Example prompts for grammar recordings
Simple Present. Thinkof someone youknow well(aparent,best friend,orbrotherorsister). Describe
a typical day forhimor her. (Example: Myfather lives inKorea. He usually wakesup at6:00 duringthe
weekand7:00 on the weekends...)
Simple Past. Talkabout yourfirstday inthe U.S. (Example: Iwas soexcitedwhen Ilanded in
Minneapolis. Isaw snowoutthe window and Ireallywanted togooutside andtouchit. My friend
pickedme up at the airport and he drove me to hishouse...)
Used to / Would. Describe howyourparentstreatedyouwhenyouwere young.Whenyouwrite your
wordsfromthe secondrecording,write the SUBJECT+ USED TO/WOULD + VERB. (Example: WhenI
was a baby, mymotherusedto feedme. She wouldbathe me anddressme too. My fatherdidn'tuse
to cleanme,but he wouldplay withme a lot.)
Future (will and be going to) What are yourplansfor the restof thismonth? Whenyou write your
targetsfrom the secondrecording,write the subject+ future verb+ mainverb. (Example: OnFebruary
18th I'm goingto go to the culture talks. I'll chat withmyfriendsthere. Iwill read manypagesinmy
bookclubbook thismonthand I'll discuss the bookwithmygroup...)
Modals of Request and Permission (can, could, may, do you mind if, will, would, w ould you mind).
Imagine youhave twominutestoaskStephanie forrequestsandpermissiontodothings. Aftereach
request,give areasonor explanationforyourrequest. Whenyouwrite yourtargetsfromthe second
recording,write the MODAL+ SUBJECT + MAIN VERB. (Example: Stephanie, couldwe change the date
of Test2? We have a bigOS presentationonthe same dayand I needmore time tostudy. Also, would
youmindif I leave class5 minutesearlyonWednesday? Ihave a doctor's appointmentandIneedto
leave alittle earlytogo to Boyntonontime...)
Present Perfect and Present Perfect Progressive. Pretendyouhave 2 minutestotalkwithyour
familyonthe phone. Tell themwhatyou've beendoinglately. Whenyouwrite yourtargetsfromthe
secondrecording,write the subject+presentperfect/presentperfectprogressive. (Example: Hi! It's
the middle of the semester,so Ihave been verybusylately. I've beenstudying alotformy grammar
class. We've taken 3 testsso far and I have passed all of them...)
Adjective Comparisons ("as ___ as" or "__er than"). For two minutes,compare foodinthe U.S.to
foodinyour country. Whenyou write yourtargetsfromthe secondrecording,write the comparison
usingASor THAN. (Example: LunchinEcuador is biggerthan lunchinthe U.S. Foodthere is healthier
than Americanfood. EatingmeatinEcuador is as commonas eatingmeetinthe U.S....)
Nouns and Quantifiers. For two minutesdescribe everythinginyourbedroom. Use countable and
non-countable nounsandquantifiers(some,alotof,much,many,etc.). Whenyou write yourtargets
fromthe secondrecording,write the quantifier+noun(s). (Example: Ihave one bed with four
pillows because Ilike tohave alotof pillows aroundme whenIsleep. Ihave one dresser. There
are fourdrawers inmydresserand theyare filledwith manyclothes...)
Infinitives of Purpose. For twominutestalkaboutall the thingsyouuse your cell phone todo. When
youwrite yourtargets fromthe secondrecording,write all the infinitivesof purpose. (Example: Every
day I use myiPhone tocheck the weather. Ido this to know whatkindof clothesI shouldwearandif I
needanumbrellaorjacket. I use the Kakao app onmy phone to write tomyfriends...)