dave hopkins (c) 2014
Teaching LanguageTechnemes 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.
dave hopkins (c) 2014
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.”
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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.
dave hopkins (c) 2014
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.
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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
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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.
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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.
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Grid Activities
Saturday Sunday
Sara
Ahmed
What did they do last weekend?
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Listening GridWho? What? Where?
What do they do for exercise? Where do they exercise?
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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 __________.
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X/O Game
chicken & rice pizza fish
steak noodles desert
vegetables fruit yogurt
What do you like to eat?
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Completions
Experts say_____________________________________
People think_____________________________________
One idea______________________________________
It is common____________________________________
Usually________________________________________
In my opinion___________________________________
Complete the sentences with ideas of from the lesson.
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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.
One student makes a statement; the partner has to add something.
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RitualsWhat does ….mean?It means …How do you say it?You say it like this…
See you tommorowHave a great dayYou tooBye
How much is this one?It’s …How much is that one?It’s….
How is it going?It’s going greatWhat’re you going to do?I’m going for coffee.
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Rhythmic RepsWhere’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 muchHave got any questions?I’ve got a lot.
I like this oneI like that oneWe like some of theseThey 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
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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.
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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.
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Survey– What’s/Who’s Your Favorite?
Person #1 #2 #3 #4
Food
Person
Activity
Day
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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.
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Information Gap
New York Tokyo Bangkok
coffee $5.50
bus $.08
hotel $250 $350
Student B
New York Tokyo Bangkok
coffee $8.00 $0.27
bus $150 $150
hotel $30
Student A
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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
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Sequences
Making tea
Getting money from an ATM
Making rice
CMaking “kalbsa”
Sending an SMS
Finding something on the web
Making a goal1)Define the steps; 2) Practice: What do you do 1st? Next? And then? Next? Etc
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Comparison 1
Which is bigger? What color are they? What do they taste like?
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Comparison 2
Compare the water resources of the three countries.
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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?
Write interview questions. Practice in pairs. Present to class or groups.
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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
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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.
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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
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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.
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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.
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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.
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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.
*Thanks to John Morango
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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
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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
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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
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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
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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
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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
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My Neighborhood
Groups make maps of neighborhood, mall or other location, and a list of questions.
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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
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Writing-Thinking Tool - Problem Solving Model
Values &
Beliefs
Problem
Alternatives
Choice
Projection
Start with defining the problem, and then proceed clockwise.
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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
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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
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Critical IncidentsYou 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
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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
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Creating Minimal Pairs
Give examples:
Groups make their own lists and practice the sounds
Vowels Consonants
/i/ /ee/Bit beetLive leaveShip sheepRich reachSit seatIs he easy
/U/ /OO/Pull poolStood stewedLook LukeWood wooedFull foolShould shooed
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Categorize the Words
Put the words in categories. Use in a sentence.
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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 Helgesen, http://www.mgu.ac.jp/~ic/helgesen2/paper2.htm
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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.
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Picture Story
What’s the story? Groups work up their own stories and then compare.
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Snakes & Ladders
Work in groups. Roll dice. Numbers are questions to be answered.
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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
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Story Sequence
What happens?
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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 practiced as repetitions in pairs or groups.
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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 atlikes
languages lots isn’t easy can be of fun but Learning it
Groups make up their own and trade with other groups to solve.
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What’s this? What’s that?
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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.
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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
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Word Maps
BEACH
WEAR
DO
EAT
SEE
Explore and write down the vocabulary for these things.
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A Final WordI 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
Application – using the language to DO something real