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W E B - O N LY C H A P T E R
Drills, Dialogues, and Role Plays
A Lesson Never Forgotten
“Jambo!” is hello in Swahili. The authors of this book participated in several short introductory language learning experiences during their teacher training. Mary studied Swahili, which was taught with the judicious use of drills and dialogues and contends that it is the language in which she can still most easily respond to simple greetings, say a few simple phrases, and ask some questions.
Drills and dialogues are among the most traditional materials used by language teachers. The content of drills and dialogues and how much we use them has changed considerably over the years. This is because teachers and materials developers have been paying more and more attention to ways of providing students with meaningful materials and content that allow them to engage in “real” communication. Role plays and plays, which are often forms of extended dialogues, are part of the repertoire of practice activities and materials.
This chapter includes: • • • • • • the advantages and limitations of drills and dialogues in language development various types of drills and dialogues how to design and adapt drills that are meaningful rather than mechanical how to make and adapt dialogues for your class how to prepare role plays suitable for your students and teaching objectives the advantages and uses of role plays (including plays, simulations and sociodramas) • how to involve students in developing dialogues and role plays (including plays, simulations, and sociodramas)
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Tools and Tips for Using ELT Materials—Web Only Some Challenging Questions
Before you begin, answer these questions: • What is your opinion of using drills in language teaching? Under what circumstances would you use them? When would you select other teaching materials? • Have you ever learned a language or taught using drills? What was your experience in learning from or teaching using drills? • Have you
Drills, Dialogues, and Role Plays
A Lesson Never Forgotten
“Jambo!” is hello in Swahili. The authors of this book participated in several short introductory language learning experiences during their teacher training. Mary studied Swahili, which was taught with the judicious use of drills and dialogues and contends that it is the language in which she can still most easily respond to simple greetings, say a few simple phrases, and ask some questions.
Drills and dialogues are among the most traditional materials used by language teachers. The content of drills and dialogues and how much we use them has changed considerably over the years. This is because teachers and materials developers have been paying more and more attention to ways of providing students with meaningful materials and content that allow them to engage in “real” communication. Role plays and plays, which are often forms of extended dialogues, are part of the repertoire of practice activities and materials.
This chapter includes: • • • • • • the advantages and limitations of drills and dialogues in language development various types of drills and dialogues how to design and adapt drills that are meaningful rather than mechanical how to make and adapt dialogues for your class how to prepare role plays suitable for your students and teaching objectives the advantages and uses of role plays (including plays, simulations and sociodramas) • how to involve students in developing dialogues and role plays (including plays, simulations, and sociodramas)
1
2
Tools and Tips for Using ELT Materials—Web Only Some Challenging Questions
Before you begin, answer these questions: • What is your opinion of using drills in language teaching? Under what circumstances would you use them? When would you select other teaching materials? • Have you ever learned a language or taught using drills? What was your experience in learning from or teaching using drills? • Have you
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