Understanding and Teaching the Pronunciation of English.pdf

(Greg DeLong) #1

instructions on cards or slips of paper. Change the questions
to practice di"erent subject matter. Players throw dice, move
the indicated number of spaces, choose a card and answer the
question. The object of the game is to reach the “!nish”
square !rst.


Unless you’re teaching young children, be careful about how
many games you use. They’re the icing on the cake, not the
cake itself. Students will overdose if they have too much.


Classroom management while using
activities, games, and gadgets


Teachers sometimes worry that if they use pair work, games,
toys, and gadgets in teaching, the class will be noisy and out
of control. This can certainly happen, especially with
elementary or junior high school-age learners. However, if
you have a plan for good classroom management, your class
can be purposeful and under control even while having fun.
Here are some suggestions that can be adapted to !t the age
and attitudes of your students:



  • Choose your game or activity carefully to !t the
    needs, abilities, and age of your students. If the activity is
    too complex for young learners, or too childish for older
    learners, it won’t be successful.

    • Be purposeful. Don’t treat an activity, game, or use of
      a gadget as just silly play. Yes, it’s fun, but it should also
      have a serious learning purpose. Help students feel that
      they’re learning and accomplishing something.

    • Build accountability into your activity. Give students a
      speci!c task to do, something to produce, or a chart to
      !ll in to ensure that they’re on task.

    • Explain what the students are going to do and why. For
      example, you might say, “This game will help you
      practice the /v/ sound” or “When you imitate this video,
      it will help your intonation sound more natural.”

    • Give simple, clear instructions step by step. Plan
      ahead of time how you’ll give instructions. (Exactly what
      are the steps for students to follow? What words will you
      use to explain them? What misunderstandings could
      arise, and how can you avoid these by making the
      instructions clearer?) Check to be sure students
      understand the instructions. Some teachers like to ensure
      understanding by having students repeat the instructions
      back to them. Demonstrate what to do by doing it
      yourself or by trying it with a student.

    • Remind students of your expectations for behavior,
      especially with younger learners. They shouldn’t be




86
Free download pdf