[ELTWeekly Volume 6, Issue 10 | March 31, 2014 | ISSN 0975-3036]
This activity works great with large groups because it requires the use of all four language skills in an exciting, interactive, and low-pressure competition (Norris, 1993). In addition, it works best in a classroom with movable tables and chairs. This type of activity also works well with activating the language skills that false-beginners have studied, but rarely have the opportunity to practice (see Helgesen, 1987; Norris, 1993).
Quick Guide
Key words: Group work, communicative, dictation, four-skills
Learner English level: All
Learner maturity level: All
Preparation time: 10-15 minutes
Activity time: Depends on number of students and materials
Materials: Text material printouts.
Preparation
Step 1: Choose a short reading passage from the text you are using or find another source if you prefer. This activity recycles vocabulary, grammar, reading, and listening skills, so any written material that the students find interesting will suffice.
Step 2: Make student groups and make enough copies so that each group gets one.
Procedure
Step 1: Divide your class into teams of three. Each group should consist of one reader/speaker (RS), a listener/speaker (LS), and a listener/writer (LW). If it is not possible to have exactly three students per team, double up the LW role.
Step 2: Review phrases necessary to carry out the activity. For example:
• How do you spell that?
• What does that mean?
• Would you say that again?
• Huh?!
• Slow down.
• You’re talking too fast, etc.
Step 3: Instruct the teams to stand up and arrange the rooms to have the same number of desks and chairs along opposite walls as there are teams. For example, for nine teams, place nine desks and chairs on one side of the room and nine desks and chairs on the other.
Step 4: Have the students position themselves around the room as follows: The RS sits at a desk, the LW sits at an opposite desk, and the LS waits in the center of the room between them.
Step 5: Have all of the LWs get a piece of paper, an eraser, and a pen or pencil.
Step 6: Distribute the reading print to the RSs and assign each team a different part of the text. This prevents each team from working on the same material.
Step 7: Explain and demonstrate what the activity involves: It is the LS’s job to listen to the RS, and as quickly as possible get to the other side of the room and repeat what he remembers to the LWs, taking as many turns as necessary to complete the task. Remind the students that the LS may not read the material that the RS reads from. It is the task of the RS to read clearly so as to be understood, and the task of the LS to remember and repeat to the LR as accurately as possible.
Step 8: Any communication problems must be worked out at the place where it occurs. For example, the LWs cannot communicate directly with the RS if they do not understand; instead, they must work with the LS (and yes, they will shout across the room, especially if they see their classmates moving along quickly). The goal of the task is for the LWs to complete the process of getting an accurate transcription of the text.
Step 8: Once all of the teams have transcribed their section of the text, it is time to change roles: the LS becomes the RS, and the RS changes places with the LW.
Step 9: After the roles have been rotated, assign each team a new part of the text to transcribe.
Step 10: Repeat the activity as described in Step 7.
Step 11: Continue rotating group roles and text sections until each group has transcribed it completely. For classes that require two LW role students, role change as necessary to complete the activity.
Variation: This activity works great when recycling material before a test (Ockert, 2008). A great way to make the activity more challenging is to organize the text by paragraph. First, copy a single page of the text material. Then give each paragraph a different letter or number. Assign each group a different section to start from to keep the students focused on their section rather than the neighboring RS.
Conclusion
This activity works great with managing large groups of false-beginners. Japanese learners of English like to work in groups and particularly male students prefer moving about the classroom while completing tasks. By taking advantage of students’ natural desire to be active and intellectually engaged human beings, this activity harnesses that innate energy and directs it toward a clear goal utilizing solid pedagogical foundations: the four skills, pragmatic speech acts, fluency, pronunciation, some time pressure to complete the task, and an exciting, boisterous “real world” atmosphere. Give it a try; your students will love it!
References
Helgesen, M. (1987). False beginners: Activating language for accuracy and fluency. The Language Teacher, 11(14), 23-29.
Norris, R. (1993). Using creative dictation to manage, motivate, and activate large groups of false beginners. Fukuoka Women’s Junior College Studies, 45, 71-82.
Ockert, D. (2008). Dialogue dictations as four-skill communicative activities. The Language Teacher Special Issue: My Share Activities, 32(4), 6-7.