Teaching grammar using roleplay
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Role-playing allows students to practice speaking in different situations and perspectives to make language learning more engaging. It benefits quieter students and exposes students to real-world language opportunities. The teacher acts as a facilitator by providing language support and feedback without direct corrections. Successful role-plays use props to make the scenario realistic, allow the teacher to suggest vocabulary, and incorporate self and peer review of language used.
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Ppg module tsl3105 topic 3 selection & adaptation
This document discusses the selection and adaptation of materials for teaching listening and speaking skills in an ESL classroom. It outlines principles for selecting materials, such as ensuring materials match learning objectives and student ability levels. Criteria are provided for evaluating materials, including whether they suit learning approaches, include appropriate language content, and support skill development. The document also discusses principles for adapting materials, such as making dialogues communicative and relevant. Teachers are advised to supplement textbooks with authentic materials as needed. Adaptation of materials can occur at the macro, unit, and activity levels.
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TSLB3033 Principles and Practice in English Language Teaching - Grammar-Trans...
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This document discusses various techniques for teaching grammar to young learners, including songs and chants, stories, nursery rhymes and poems, games, puppets, and plays and dialogues. Songs provide good context for grammar and involve different skills. Chants can include physical movement and repetition to help students learn faster. Stories are motivating and create interest in learning; they provide contexts for grammar structures and vocabulary. Nursery rhymes and poems use strong rhythm and repetition to help students understand grammar. Games are motivating and provide practice in different language skills. Puppets gain students' attention and make lessons more engaging. Plays and dialogues provide examples to help students deduce grammatical rules.
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Accuracy vs fluency
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Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/58413470
Presentation Description
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Comprehension, the product of listening, can be assessed by a variety of informal and formal methods. In this webinar, we will examine and discuss a number of examples of formative assessment of listening. We will then discuss some issues related to these examples, as well as some well-known examples of summative assessment, in light of five important criteria: 1) validity; 2) reliability; 3) authenticity; 4) washback; and 5) practicality.
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The document discusses the importance of listening skills in second language acquisition and proposes a collaborative listening course for EFL learners. It describes a sample lesson on the topic of aviation that incorporates pre-listening, listening, and post-listening activities. These activities aim to make listening engaging, encourage bottom-up and top-down processing, and assess participation over right answers. A survey of students found that most had never visited English-speaking countries and enjoyed discussing answers in groups, though some tasks were too difficult.
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- Advantages of textbooks include helping students measure progress, being time/cost effective for teachers, and supporting less experienced instructors.
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- Effective adaptation of materials is important to achieve congruence between variables like objectives, students' needs, and teaching style. Teachers should analyze when and how
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1. Using activities that combine language input and opportunities for students to communicate, in order to move beyond just learning forms to practicing communication.
2. Helping students learn scripts for common speaking situations and strategies for clarification, to build confidence in managing conversations.
3. Creating role-plays and discussions that simulate real-world contexts and tasks, allowing students to practice a range of communicative functions.
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This document discusses the teacher's role in developing speaking skills among students. It outlines that the teacher should act as a collaborator and observer, encouraging participation from all students through small group activities. Some techniques discussed include imitative practice through drills and games initially, followed by more communicative activities like role-plays, discussions, and speeches. The document also provides examples of different classroom activities that can be used, such as gap activities, role-plays, discussions and short speeches. It emphasizes that practice is important for developing fluency and removing hesitation, while also avoiding criticism so students are not intimidated.
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Assessing Listening with Dr. Larry Vandergrift
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/58413470
Presentation Description
The word assessment comes from the Latin assidere, meaning to sit beside. This notion evokes the image of learner and teacher working together to improve learning and teaching. Involving learners in assessment helps them reflect on their learning, set goals, monitor progress, and regularly evaluate their goals. In the case of listening, learners become aware of the cognitive processes and develop greater metacognitive awareness of listening to help them better regulate their comprehension processes. This leads to greater learner investment and motivation and, ultimately, autonomous language learners.
Comprehension, the product of listening, can be assessed by a variety of informal and formal methods. In this webinar, we will examine and discuss a number of examples of formative assessment of listening. We will then discuss some issues related to these examples, as well as some well-known examples of summative assessment, in light of five important criteria: 1) validity; 2) reliability; 3) authenticity; 4) washback; and 5) practicality.
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- Textbooks are widely used but also debated in the ELT field due to issues around how well they guide learning and represent language/culture.
- Advantages of textbooks include helping students measure progress, being time/cost effective for teachers, and supporting less experienced instructors.
- Disadvantages include textbooks sometimes being too rigid or reflecting author biases, and unnatural language models.
- Effective adaptation of materials is important to achieve congruence between variables like objectives, students' needs, and teaching style. Teachers should analyze when and how
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This document discusses types of errors made by English language learners and strategies for providing feedback on errors in student writing. It divides mistakes into slips, errors, and attempts. Common error types include issues with nouns, verbs, subject-verb agreement, word choice, and sentence structure. The document emphasizes that mistakes are a normal part of language learning and provides tips for deciding which errors to address, such as errors that impede comprehension or common patterns. It also discusses using direct and indirect feedback, and strategies to help students develop vocabulary, grammar, style, independence, and self-editing skills.
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The Community Language Learning method (CLL) emphasizes creating a supportive learning community. In CLL:
- The teacher takes the role of "counselor" and students are called "clients" to create a non-threatening environment.
- Lessons involve students recording conversations in the target language and then transcribing and analyzing the language with guidance from the teacher.
- The goals are for students to learn communicatively while supporting each other's learning and for the teacher to value students' thoughts and feelings.
Topic 10 Issues and Concerns Related to Assessment in Malaysia
The document discusses issues with Malaysia's exam-oriented education system and efforts to introduce alternative assessment approaches. It notes that the current system overly emphasizes exams and rote learning. School-based assessment is being introduced to allow for more holistic and continuous evaluation of students' cognitive, affective, and psychomotor development. This includes assessments of academic performance, physical education, and psychological traits. The goal is to reduce teaching focused solely on exams and enable evaluation of a broader range of skills.
Lessonplan
The document provides a lesson plan for a 35-minute English lesson for secondary school students on the topic of grammar (articles). It includes 3 stages: presentation, practice, and production. The lesson plan aims to teach students about articles and their appropriate usage through class discussion, a worksheet, and a group grammar game. It also outlines the learning objectives, materials, and a follow-up activity.
Lesson plan listening speaking y2
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This document discusses strategies for teaching speaking skills. It begins by noting that speaking proficiency is a major concern for many language learners and teachers. However, grammar and vocabulary often receive more focus than speaking skills. The document then explores several strategies teachers can use to develop students' speaking abilities, including:
1. Using activities that combine language input and opportunities for students to communicate, in order to move beyond just learning forms to practicing communication.
2. Helping students learn scripts for common speaking situations and strategies for clarification, to build confidence in managing conversations.
3. Creating role-plays and discussions that simulate real-world contexts and tasks, allowing students to practice a range of communicative functions.
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This document discusses teaching speaking skills to ESL learners. It defines speaking as building and sharing meaning through verbal and non-verbal communication. Speaking is viewed as the most demanding of language skills to develop. The document recommends that teachers aim to develop students' communicative competence through functional oral exercises. It also provides strategies for teaching speaking such as creating a comfortable environment, encouraging students, choosing engaging topics, and using a variety of hands-on activities like role plays and games to improve fluency. The conclusion states that students will speak actively if teachers encourage them and provide many opportunities for practice.
Chapter 7(assessing speaking )
This document discusses various methods for assessing speaking ability, including imitative, intensive, responsive, interactive, and extensive speaking tasks. It provides examples and descriptions of assessment tasks like word repetition, picture description, role plays, interviews, presentations and story retelling. Scoring methods are outlined for tasks like repetition, read-alouds, interviews and presentations. The document emphasizes specifying assessment criteria and eliciting optimal speaking outputs for reliable evaluation.
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Similar to Teaching grammar using roleplay
Skill of Speaking
This document discusses the teacher's role in developing speaking skills among students. It outlines that the teacher should act as a collaborator and observer, encouraging participation from all students through small group activities. Some techniques discussed include imitative practice through drills and games initially, followed by more communicative activities like role-plays, discussions, and speeches. The document also provides examples of different classroom activities that can be used, such as gap activities, role-plays, discussions and short speeches. It emphasizes that practice is important for developing fluency and removing hesitation, while also avoiding criticism so students are not intimidated.
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This document discusses tips for teachers to improve students' English speaking skills. It provides reasons why speaking is important, such as to improve overall language skills and communicate effectively. It then gives suggestions for teachers, such as giving equal attention to all students and being patient. Finally, it proposes ways to generate speaking in class, including reminding students to speak loudly and clearly, using only English, telling stories, doing role plays, and varying classroom activities regularly to keep students engaged. The overall goal is to help students gain confidence in speaking and correct mistakes through practice.
Maya Saputri Power Point Oral Work
The document discusses oral work and teaching speaking skills to young children learning English as a foreign language. It outlines several methods for presenting new language orally, including using puppets and mascots. It also describes controlled practice activities like telling time and guided practice with limited choices. Role plays and dialogues are recommended as they require using language naturally. Free activities focus on meaning over correctness and include pairwork, groupwork, and whole class games and questionnaires to encourage speaking. Correcting mistakes is important for proper learning. Overall, oral work requires balancing practice opportunities both in and out of the classroom while making the learning fun and accessible for young learners.
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This document provides 10 tips for improving students' speaking skills in English:
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2) Avoid yes/no questions and ask questions that require students to speak more.
3) Gently correct students and encourage them to improve rather than pointing out mistakes.
4) Activities like group discussions, debates, and role plays can help students speak more.
5) Encourage students to watch English movies and take notes on useful phrases. The goal is effective communication over perfection.
Teaching Speaking Tahiri High School , Djelfa -Algeria -26 april 2016
Micro-teaching is a technique used for teacher training. It involves teaching a short lesson (usually 5-10 minutes) to a small group of peers. Some key points about micro-teaching:
- It allows student teachers to practice teaching techniques on a small scale before doing it with real students. This helps build confidence.
- The short time frame forces student teachers to plan their lesson carefully and focus on key elements like objectives, methodology and timing.
- Peer observation and feedback is an important part. Observers can provide constructive criticism to help improve teaching skills.
- It is less stressful than doing a full lesson since the class is small. Mistakes can be made and learned from in a low stakes environment
Building oral language skills
The document provides guidance for teachers on developing students' oral language skills through carefully planned classroom interactions where English is the sole language used, and the teacher acts as a language model, guide, helper and ally by creating a comfortable environment and adjusting their language based on students' needs and abilities. It emphasizes acquiring functional language through natural language use, language routines, building up and breaking down vocabulary, and providing multiple opportunities for practice.
10 tips for language learning success
The document provides 10 tips for successful language learning. It recommends setting realistic expectations and accepting that mistakes are part of the learning process. It suggests breaking up study time into smaller chunks daily and practicing vocabulary through various reading strategies. The tips also include practicing language skills aloud, doing homework conscientiously by looking up unknown words, forming study groups, identifying one's learning style, maximizing language exposure through immersion, spending time on task during class, and communicating with instructors for help. The overall message is that regular practice and active engagement with the language are essential for learning.
10 tips for language learning success
The document provides 10 tips for successful language learning. It recommends setting realistic expectations and accepting that mistakes are part of the learning process. It suggests breaking up study time into smaller chunks daily and practicing vocabulary through various reading strategies. The tips also include practicing language skills aloud, doing homework conscientiously by looking up unknown words, forming study groups, identifying one's learning style, maximizing language exposure through immersion, spending time on task during class, and communicating with instructors for help. The overall message is that regular practice and active engagement with the language are essential for learning.
British council resources i
This document contains resources and guidelines for various roles involved in the LINGUAVENTURAS ESL Project from SED. It outlines the functions of cooperantes (teachers), shared functions for organizing resources and student data, and functions of support teachers. It provides guidance on lesson planning, assessment, methodology, and improving language proficiency. Other sections discuss suitable classroom tasks for different age groups, methods for presenting vocabulary, and tips for giving clear instructions and providing feedback to teachers to improve their practice.
Level 2 ELL
This document provides tips for teaching English language learners (ELLs). It suggests limiting lectures, checking for understanding rather than assuming comprehension, simplifying language, increasing cultural awareness, reviewing material step-by-step, explaining expectations, allowing more wait time for responses, addressing writing challenges, and evaluating listening skills through brief interviews or stories. The goal is to help ELLs feel comfortable communicating in English by accounting for translation time and avoiding embarrassment when possible. Teachers should focus on clear communication and gradual mastery of concepts.
(Presentation) How to teach Speaking March 2023.pptx
This document provides guidance on teaching speaking skills. It defines speaking as building and sharing meaning through verbal and non-verbal communication in various contexts. The main objectives are to develop teachers' ability to teach speaking and students' oral proficiency. It emphasizes the importance of speaking and recommends providing authentic speaking practice and real-life situations to develop students' fluency. Suggested activities to promote speaking include discussions, interviews, role plays, storytelling and picture describing. Teachers should involve students, reduce teacher talking time, and provide feedback to develop students' confidence in speaking.
Lessonplanning 100922210039-phpapp01-170822145541
This document provides guidance on lesson planning for English language teachers. It discusses what a lesson plan is, the importance of planning, and key components to include in a lesson plan such as aims, stages, procedures and learning objectives. The stages covered are warmer, contextualization, vocabulary presentation, language input, controlled practice and freer practice. Examples are provided for each stage. Overall, the document emphasizes that planning helps teachers be organized, confident and ensure a balanced lesson that meets students' needs.
Lessonplanning 100922210039-phpapp01-170822145541
This document provides guidance on lesson planning for English language teachers. It discusses what a lesson plan is, the importance of planning, and key components to include in a lesson plan such as aims, stages, procedures and learning objectives. The stages covered are warmer, contextualization, vocabulary presentation, language input, controlled practice and freer practice. Examples are provided for each stage. Overall, the document emphasizes that planning helps teachers be organized, confident and demonstrate professionalism when teaching.
Lessonplanning 100922210039-phpapp01
This document provides guidance on lesson planning for English language teachers. It discusses what a lesson plan is, the importance of planning, and key components to include in a lesson plan such as aims, stages, procedures and learning objectives. The stages covered are warmer, contextualization, vocabulary presentation, language input, controlled practice and freer practice. Examples are provided for each stage. Overall, the document emphasizes that planning helps teachers organize their time, balance activities and ensure lessons are aim-driven to meet students' learning needs.
Lessonplanning
This document provides guidance on lesson planning for English language teachers. It discusses what a lesson plan is, the importance of planning, and key components to include in a lesson plan such as aims, stages, procedures and learning objectives. The stages covered are warmer, contextualization, vocabulary presentation, language input, controlled practice and freer practice. Examples are provided for each stage. Overall, the document emphasizes that planning helps teachers be organized, confident and ensure a balanced lesson that meets students' needs.
Pair and Groupwork
This document discusses the benefits of using pair and groupwork in language classrooms. It outlines that pair and groupwork allows students to speak more, improve their speaking skills, and learn through interaction similar to real life. Compared to traditional teacher-centered methods, pair and groupwork encourages student-initiated exchanges and peer feedback. The document provides tips for implementing pair and groupwork, such as choosing easy initial activities, ensuring students have the needed vocabulary, and providing regular feedback. It also gives examples of everyday pair and groupwork activities to familiarize students, such as discussing questions together, doing homework as a pair, and testing each other.
Audio lingual method slide presentation
The document summarizes an audio-lingual language teaching method demonstration lesson. The key points are:
1. The teacher models target language sentences for repetition by students to form habits. Errors are corrected to prevent formation of bad habits.
2. Students struggle with a dialogue line, so the teacher uses a "backward build-up drill" from the end of the sentence.
3. Grammar drills like substitution and question-answer are used to overlearn patterns. The teacher positively reinforces students with praise.
MA-TeachingPronunciation.ppt
This document provides guidance on teaching pronunciation to English language learners. It discusses focusing on word stress, sentence stress, intonation, and word linking which all influence spoken English. Improving pronunciation can boost confidence and facilitate communication. A student's first language often interferes with English pronunciation, and they may have trouble producing or hearing certain sounds. The document then provides specific exercises and techniques to practice voicing, aspiration, mouth positioning, intonation, linking, syllable stress, vowel length, minimal pairs, and discriminating between long and short vowels. Communicative exercises are encouraged to practice pronunciation skills.
MA-TeachingPronunciation.ppt
This document provides guidance on teaching pronunciation to English language learners. It discusses focusing on word stress, intonation, linking words, and specific sounds. Some techniques mentioned include having students touch their throats to feel voiced sounds, using a tissue to demonstrate aspiration, drawing diagrams of mouth positions, and using minimal pairs to distinguish similar sounds. Exercises described are counting syllables while clapping, identifying long and short vowels by writing numbers, and practicing word strings as a "telephone number." The overall message is that pronunciation teaching should be simple, fun, communicative, and combine listening and speaking practice.
390763.pptx
This document discusses different language teaching methods that are appropriate for different age groups. It summarizes 6 methods: 1) Direct Method, which uses only the target language and avoids translation; 2) Grammar-Translation Method, which focuses on reading/writing through translation; 3) Audio-Lingual Method, which uses drills to teach language habits; 4) Total Physical Response, which uses physical actions to teach comprehension; 5) Silent Way, which minimizes teacher speaking to focus learning on students; and 6) Task-Based Learning, which uses real-world tasks as the basis for language practice and production. The document provides examples and explanations of techniques for each method.
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Teaching grammar using roleplay
- 2. DEFINITION •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!
- 3. Why use role-play? 1. It's fun and motivating 2. Quieter students get the chance to express themselves in a more forthright way 3. The world of the classroom is broadened to include the outside world - thus offering a much wider range of language opportunities
- 4. TEACHERS ROLE IN ROLEPLAY • Facilitator - students may need new language to be 'fed' in by the teacher. If rehearsal time is appropriate the feeding in of new language should take place at this stage. • Spectator - The teacher watches the role-play and offers comments and advice at the end. • Participant - It is sometimes appropriate to get involved and take part in the role-play yourself.
- 5. HOW TO MAKE A SUCESSFUL ROLEPLAY?
- 6. Bring situations to life • Realia and props can really bring a role-play to life • Rearranging the furniture can also help • Try to make it as real as possible. For example, students can even leave the room and make an entrance by knocking on the door
- 7. Feed-in language • As students practise the role-play they might find that they are stuck for words and phrases • This may need the teacher to act as a sort of 'walking dictionary', monitoring the class and offering assistance as and when necessary. • By doing so, they will learn new vocabulary and structure in a natural and memorable environment • It is a chance to use real and natural language
- 8. Error Correction • Self-correction - If you have the equipment to record the role-plays either on audiocassette or on video, students can be given the opportunity to listen to the dialogue again and reflect on the language used. They may find it easy to spot their own mistakes. • Peer-correction - Fellow students may be able to correct some mistakes made by their peers. Students could be asked to listen out for both great bits of language they'd like to use themselves, and some mistakes they hear. Be careful to keep peer-correction a positive and profitable experience for all involved.
- 9. •Making a note of common mistakes yourself and dealing with them in future classes ensures that the students don't lose motivation by being corrected on the spot or straight after the role- play. Negotiate with students and ask them how they would like to be corrected.
- 10. But the most important is, use your