Teaching language copy

Teaching Language
Technemes for Practice and Communication
By Dave Hopkins © 2014
dave hopkins (c) 2014

Acknowledgement
This presentation of Teaching Languages: Technemes for
Practice and Communication is founded on the model of
Teaching Languages for Communication and Accuracy by
Raymond Clark and Janie Duncan. I am indebted many
times over to Ray Clark who was the Director of my MA
program in Teaching Languages at the School for
International Training; the director of the Peace Corps
materials development project in which I took part; and,
an on going mentor and guru in creative and practical
ways to influence language learning.

Intro
The critical factor in the learning and teaching of language is
what the students DO in the classroom. It is through their
“doing” that teachers might influence what the students learn.
The technemes for practice and communication described
here cover at least 40 years of professional language teaching
and owe everything to colleagues and students.
The ‘technemes’ are presented in minimal thumbnail fashion. It
is expected that teachers and students will exercise their
creativity to adapt and expand these activities to make them
their own. I hope that teachers and students will enjoy them
and join in the “language play.”

Technemes
“Technemes” is a term employed by Earl Stevick to
describe, “…even the slightest alteration in a technique
(that) can potentially make for an ‘emic’ difference, a
meaningful difference in how the activity is perceived by
the students in a classroom community.” (Larsen-
Freeman 2013) What follows are variations of practices
that a teacher might use to motivate their students. In
themselves, these techniques are not all that different, but
they are embedded in technemes that make a change in
how the learners might ‘feel’ about the activity, and in that
way help to engage students who feel unattended, and
engage those who might feel bored.

Basic Exchanges
 Teacher-teacher. The teacher models the language to be
spoken by acting out the roles of the dialogue participants.
 Teacher-student. The teacher initiates the language
exchange with a single student.
 Student-teacher. The student initiates the interaction with
the teacher.
 Student-student. Two students stand and act out the
dialogue interaction.
 Student-student-student. Students stand and practice the
language interaction, and then switch to another student.

Board Review
 Small groups of students come to the board to write the
dialogue or other language being practiced
 Students write on board one word for each student
 Students should be encouraged to make their own
corrections
 Vocabulary words can be re-collected this way
 Remodeling of language form and meaning with words and
pictures
 Instructions can be checked in the same fashion

Multiple Student
Interactions
 Double lines. Students count off “1,” “2” and then get into
two lines facing each other. They complete the
conversation, and then all switch to another student in the
line by moving sideways.
 Double circles. Students count off as above, but then form
two circles facing each other. They complete the dialogue
and then move in one direction to interaction with another
student.
 Horseshoe. Count off as above, then one group makes a
semi circle with the other facing them.
 Free Association. Students stand and choose their own
partners. Then they switch partners.

Vocabulary Hand Off
 Vocab preview. Students line up in front of class holding
vocabulary cue cards. Teacher models the target language
for each card.
 Student-teacher model. Student initiates the dialogue with
the teacher.
 Teacher-student model. Teacher initiates the dialogue with
the student.
 Student to student. Student with the card has conversation
with another student.
 Hand off. The student then hands off the card for the other
student to find a new partner.

Grid Activities
Saturday Sunday
Sara
Ahmed
dave hoWpkinsh (ca) 20t1 4did they do last weekend?

Listening Grid
Who? What? Where?
What do they do for exercise? Where do they exercise? dave hopkins (c) 2014

Partial Dictations
 Debby: What do you do for exercise Nevien?
 Nevien: I __________for _______minutes. What
about you Debby?
 Debby: I ____________ for ______minutes. What
about you Khaled?
 Khaled: I __________ for ______ minutes at the
gym. What about you Tarek?
 Tarek: I ___________at the beach for
__________.

X/O Game
chicken & rice pizza fish
steak noodles desert
vegetables fruit yogurt
dave hoWpkinhs (ca) 2t0 1d4 o you like to eat?

Completions
 Experts
say_____________________________________
 People
think_____________________________________
 One
idea______________________________________
 It is
common___________________________________
_
Complete the sentences with ideas of from the lesson.
 Usually____________________________________
____

Elaborations
 I’m going fishing.
 I’m going fishing with my friends next weekend.
 Abdul has a new mobile.
 Abdul has a new IPhone he bought yesterday at the mall.
 We played football.
 We played football last weekend at the camp with our friends.
 I like chocolate.
 I like chocolate éclairs from the shop at the mall.
Ondeav es htoupkdinse (cn) 2t0 1m4 akes a statement; the partner has to add something.

Rituals
What does ….mean?
It means …
How do you say it?
You say it like this…
See you tommorow
Have a great day
You too
Bye 
How much is this one?
It’s …
How much is that one?
It’s….
How is it going?
It’s going great
What’re you going to
do?
I’m going for coffee.

Rhythmic Reps
Where’re you going to
go?
I’m going to the market.
What’re you going to do?
I’m going to buy some
fruit
Have you got some time?
Maybe a little.
Have you got some
money?
Not too much
Have got any questions?
I’ve got a lot.
I like this one
I like that one
We like some of these
They like all of them
What do you do?
I play football.
What do you do?
I do yoga.
What does she do?
She does aerobics
Repeat the reps to rhythm; do with pairs or large groups

Dialogues
 Lets eat breakfast at my house tomorrow?
 That sounds good. What do you have?
 We usually have rice with chicken or fish?
 Fish for breakfast?
 Yes. And usually a salad too.
 Sounds healthy.
Write your own dialogue. Make it as real as you can.

Spiel
 My friend’ name is Arif.
 My friend is 15 years old.
 He likes to eat chicken and rice.
 Sometimes we text each other.
 He likes to watch videos on YouTube
 We play volleyball at school
Make up a 30 second spiel about someone you know or imagine.

Survey– What’s/Who’s Your
Favorite?
Person #1 #2 #3 #4
Food
Person
Activity
Day

Line Up
 Who is the tallest? Shortest?
 What’s the oldest city? The newest?
 What country has the most people? The Least?
 What nation has the highest income? The lowest?
 Which is the most expensive? The least?
 How long does it take to decompose?
 What country has the most water? The least?
Pass out slips of paper. Students research as needed.

Information Gap
New York Tokyo Bangkok
Student A
coffee $5.50
bus $.08
hotel $250 $350
Student B
New York Tokyo Bangkok
coffee $8.00 $0.27
bus $150 $150
hotel $30

Dictagloss
 Dictogloss is a classroom dictation activity where learners are
required to reconstruct a short text by listening and noting down
key words, which are then used as a base for reconstruction.
 Example
Learners discuss the sea. The teacher then explains the task,
and reads a short text on the sea to the class, who just listen.
The teacher reads the text again, and the learners take notes. In
groups, the learners then reconstruct the text.
 In the classroom
Dictogloss is often regarded as a multiple skills and systems
activity. Learners practice listening, writing and speaking (by
working in groups) and use vocabulary, grammar and discourse
systems in order to complete the task.
http://www.teachingenglish.org.uk/knowledge-database/dictogloss

Sequences
 Making tea
 Getting money from an ATM
 Making rice
 CMaking “kalbsa”
 Sending an SMS
 Finding something on the web
 Making a goal
1)Define the steps; 2) Practice: What do you do 1st? Next? And then? Next? dave hopkins (c) 2014

Comparison 1
Which is bigger? What color are they? What do they taste like? dave hopkins (c) 2014

Comparison 2
Compare the water resources of the three countries.

Interviews
 Thanks for speaking with us.
 Where are you from?
 How long will you be in …?
 How do you like…?
 What do you think about…?
 Can you tell us about your family?
daWve hroitpekin isn (ct)e 2r0v14iew questions. Practice in pairs. Present to class or groups.

Giving Instructions
 Players can’t see each other
 Instructor has paper & pencil or blocks
 “Instructor” makes/draws something and tells “student”
 “Student” follows as best they can
 Variations can allow questions and crowd suggestions
 Can be done with groups of instructors and students

Grab Bag Role Plays
 Pass out items from a ‘grab bag.’ The items should
be ordinary ‘stuff’ that can be imagined to be
symbolic of others things – e.g. a pencil, rubber
band, ruler, paper clip, plastic bottle, string, ball,
etc.
 Each group member takes one item
 Groups are then instructed to create a story and a
dialogue using their “items.”
 Groups practice and then present their role plays
to the class.

Proverbial Mini Drama
 Put proverbs on board
 Groups choose one
 Explore meaning in L1 and English
 Write a story
 Act out in mime for group
 Write a mini drama script
 Present the drama to the class

Death in the Afternoon
 Narrator1:Ladies and Gentlemen. It gives me great
pleasure to present to you, "Death in the Afternoon.”
 Maid2: (Enter, dusting the room)
 Mr. Brown3: (Enter) I feel faint. (Faint)
 Maid2: (Scream)
 Mrs. Brown4: (Enter) What's the matter? (Maid
points) Call the doctor.
 Maid2: (On the phone) Doctor, come quick!
 Doctor5: (Enter) I'm sorry he's dead.
 Narrator1:This is the end of the story. Thank you.

TV Ad
 Each group is given one item
 Group then develops a TV commercial around the
item to be “sold”
 The commercial should include both song jingle and
dance
 Group presents the commercial to the class.

Follow That Tune*
 Pairs or small groups study a prepared script
 Pairs or groups practice among themselves.
 Teacher narrates as the students present role plays using the written script
 Teacher or pair narrates as the students act out role plays without words
 Teacher, or another group narrates and students act out plays speaking and
without script
 Teacher, or another group, narrates variations or expansions on the
prepared script as appropriate.
 Roles switch as the actors change the script and the narrators have to
describe what the actors are doing.
 Other students act as the audience for different “actor” and “narrator” groups
perform.
*Thanks to John Morango. dave hopkins (c) 2014

Jump Emotions*
 Small groups (3-5) use pictures, drawings, tapes or other to develop
the names, personalities, dress and other characteristics of two or
more persons in the role-play.
 Groups develop a script of a length and complexity appropriate to
the students level with the help of the teacher.
 Students practice the script
 Changing roles occasionally
 Starting with miming the dialogue
 Experimenting with different emotions and modes
 Director brings each group on the “stage” and then calls out different
emotions, modes or styles for the group to act out as they go
through the dialogue.
dav*eT hhopakinnsk (sc ) t2o0 1J4ohn Morango

Run & Read
 Reading texts are put up at eye level
 Students in pairs study questions
 One student runs to board
 Runs back and tells answer to partner
 Partner writes the answer
 Pairs switch runners and repeat

Chain Practice
 Teacher reads one sentence, or chunk of words
 Selects student to read next
 Student selects the next reader…etc
 Can be done with story creation
 Each student or group adds a line
 Lines are written on board or E screen

Gisting
 Teacher reads aloud an appropriate text to class
 Students ask questions
 Teacher reads again, as many as 3-4 times
 Students ask clarifying questions after each reading
 Students take notes
 Students recreate the reading in their own words
 A variety of inputs are possible

Characters in Search of an Author
 Students in pairs or groups are given a picture of a
person
 Pairs or groups invent:
 Name
 Age
 Resident of
 Occupation
 Present their “character” to the class

Constructalog
 Students in pairs or groups are given a list of words
 Teacher goes over lists to make sure of understanding
 Groups create a dialogue using the words
 Teacher checks and suggests
 Groups practice the dialogue
 Groups present their dialogue to the class

Story Telling
 Teacher tells a story – Aesop’s Fables or Tales of
Nasreddin Hodja* are helpful here, but any story will
do
 Students ask questions and take notes
 Teacher retells as needed
 Students tell the story to partners
 Students create a story in group
 Group presents story to class or another group
*ProLingua Associates

My Neighborhood
Groups make maps of neighborhood, mall or other location, and a list of questions dave hopkins (c) 2014

Valuations
 Students and teacher explore possible topics for
valuation/favorites – e.g. food, YouTube, destinations,
shopping, TV programs, etc.
 Groups choose a topic and expand list
 Teacher models a list their ‘valuations’
 Students present list and their favorites
 Class asks questions

Writing-Thinking Tool -
Problem Solving Model
Problem
Values
&
Beliefs
Alternatives
Choice
Projection
Start with defining the problem, and then proceed clockwise.

Values Clarification
 What would you want with you if you were lost in the
desert?
 Groups of 5 make a list of items, at least 25 things
 The list must be only things that 5 people could carry in
backpacks
 Prioritize the list to determine what get rid of 1st, 2nd, 3rd,
etc.
 This can also be done to choose who you would want with
you, or other variables

Community Building
 Imagine a community that you and your group would like to
live in.
 Create a street map
 Locate and name government buildings
 Locate a name places to eat
 Locate and name stores
 Show public places
 Recreational facilities
 What makes the community special
Groups survey other groups to describe and take notes comparing communities

Critical Incidents
You and your friends are coming home from a an outing and the car breaks
down. You all check your mobile phones and none of them are working. One
of your friends ate something bad, and is feeling very sick. It’s almost dark
and there are few cars and mostly trucks on the road. A car stops and two
men in rough clothes approach. What will you do?
1. Discuss situation
2. Write a script for a dialogue
3. Act out the scene
4. Other groups comment on
1. Reality
2. Language usage
5. Write a new critical incident

Impromptu Skits
 Trying to convince someone to do something they
don’t want to.
 Someone you haven’t seen in a long time comes to
your door
 You get a call from your friend and he is really angry
with you
 You cut your finger and need help
 Make up your own situations

Creating Minimal Pairs
 Give examples:
Vowels Consonants
/i/ /ee/
Bit beet
Live leave
Ship
sheep
Rich reach
Sit seat
Is he easy
/U/ /OO/
Pull pool
Stood stewed
Look Luke
Wood wooed
Full fool
Should shooed
 Groups make their own lists and practice the sounds

Categorize the Words
Put the words in categories. Use in a sentence.

Activating the Inner Eye*
 Write a word or short sentence on the board
 Ss repeat the word/sentence “inside” several times
 Ss translate to L1 or visualize the word
 Remove the word from the external board
 Ss imagine the word on internal board
 Ss think the colors of board and writing
 Ss erase the inner board and write again
*See Marc dave hopkins (c) 2H01e4lgesen, http://www.mgu.ac.jp/~ic/helgesen2/paper2.htm

Write Your Dream Bio
Rolf is a mountain climber. He has climbed some of the
highest peaks in the world, and is still looking challenges.
He comes from a small town in Colorado, USA, and has
been trekking in the mountains since he was young. He
finished university as a geologist in Denver, and spent all
his spare time climbing in the Rocky Mountains. He
exercises by running and climbing very day, and is very
careful about what he eats. His favorite meal is steak and
potatoes, but he doesn’t indulge very often. When he is in
the mountains, he lives on noodles and protein bars. Next
year he will go to the Karakorum in Pakistan, and make
an attempt on K2.
You can customize this bio to fit yourself, or create a new one. dave hopkins (c) 2014

Picture Story
What’s the story? Groups work up their own stories and then compare.

Snakes & Ladders
Work in groups. Roll dice. Numbers are questions to be answered.

Transformations
 Make the sentence into a question.
I’m going to the market.
The teacher went to the office.
I have been in this school for 3 years.
etc.
 Make the sentence negative.
 Add a relative clause
 Change the sentence to future
 Add a modal to the sentence

Story Sequence
davWe hohpakints h(ca) 2p0p14ens?

Question & Answer + 1
 How would you like to play ping pong?
 Sounds great. I love to play
 How about coffee?
 That would be great. Lets go to Costa.
 Do you like Ice cream?
 Love it. Especially chocolate.
 I don’t like tea.
 Me neither. I’ll have a coke.
 Can you lend me some money?
 Sorry. I’m broke today.
Ritual Q&A dave hopkins (c) 2014 practiced as repetitions in pairs or groups.

Scrambled Sentences
He me he afternoon
wanted to to the with this
go said mall
can’t longer raining too
much wait or it We will
start
play School volleyball
She afternoons to in the at
likes
languages lots isn’t easy
can be of fun but Learning
it
Groups make up their own and trade with other groups to solve.

What’s this? What’s that?

Chain Practice
 Where are you going?
 I’m going to the market.
 What are you going to do there?
 I’m going to buy some fruit.
 What fruit are you going to buy?
 I think I’ll get some oranges.
 How much are you going to pay?
 Probably about …
Keep the chain going spontaneously, and then start a new one.

Phone Pictures
 In the book Activities for Teaching Positive
Psychology, Jamie L. Kurtz and Sonja Lyubomirsky
suggest a simple activity to encourage savoring. Students
take five photos of important things in their lives. Then they
share them with classmates, explaining each picture and
why it is important. The small number (5) is important. They
really are supposed to take 5 pictures -- not 200 and then
edit. Savoring isn't supposed to be a
burden. http://www.eltandhappiness.com/5-photos-a-savoring-
task-with-student-projects.html

Word Maps
WEAR
BEACH
DO
EAT
SEE
Explore and write down the vocabulary for these things.

A Final Word
I have long resisted the idea of a collection of classroom
activities largely because of my belief that these, by
themselves, do not make a meaningful language learning
lesson. Including the technemes appropriately in the
process below would do the trick.
 Preview and engagement activities
 Context and lexical modeling
 Controlled practice – technemes
 Speaking activities
 Listening activities
 Reading activities
 Writing activities
 dave hopkins Application (c) 2014
– using the language to DO something
real

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