Methodologies to be Used
Communicative Language Teaching
1. Interviews
Learners may interview each other using the topics and structures of the target language that are used
in the lesson. For example, they will be given a newspaper and asked to read news, then fill up the
graphic organizer given by the teacher. After that they may work in pairs or move from student to
student, and ask each other questions about details of the news they have read. Teachers should
carefully plan the interview themes or questions to support students to use language structures that
they are currently learning.
2. Role Plays
In role plays, each student has a role or character (i.e. student A is a doctor, and student B is the patient)
and there is usually a situation or a goal (i.e. student B has an injury and needs treatment.) Role plays
can be open-ended for students who can produce the target language at a higher proficiency level, or
they may be supported. Some supports would be to give students sentence starters or word lists to help
them.
3. Information Gap Activities
An information gap activity is done in pairs. Person A has some information that Person B needs, and
Person B has some information that Person A needs in order to complete a task. They must talk to each
other to get the missing information. For learners who need more language support, the teacher can
provide some sentence starters that model the questions and statements needed to get the
information.
Cooperative Learning Structures
1. Pairs
2. Small groups
3. Fluency circles
4. Jigsaw activities
Learner strategies: Instructional tools
Instructional Tool #1: Graphic organizers
What is a graphic organizer?
• Visual maps
• Help teachers and students “map out” ideas and concepts in a visual way
• Why should we use them?
• Provides an easier, hands-on way to facilitate instruction
• When should we use them?
• Before, during and after instruction (i.e. charts, graphs, story maps, mind maps)
Instructional Tool #2: Weekly Learning Logs
• What is a weekly learning log?
• Informal assessments of learning
• Students fill them out based on what they learned by the end of the day, week, etc.
• Why should we use them?
• Helps students organize their learning and understand what and how much they are learning
• When should we use them?
• After learning to assess progress
Instructional Tool #3: Student Checklists
• What is a student checklist?
• A list of tasks that students need to complete by the end of an assignment
• Why should we use them?
• To make sure students understand their expectations and that they complete all parts
of an assignment.
• When should we use them?
• Before, during and after activities
Task- Based Language Teaching (TBLT)
1. Sample Tasks
2. Collect and organize information/data on a topic or to answer a question:
3. What makes a good friend, neighbor, teacher, etc.? (Interview peers and summarize the results.)
4. Create a resource:
5. Design a travel brochure or presentation about your community to share with English learners in
other communities. (Research and describe its characteristics, and/or convince others to go
there.)
6. Make biographies or profiles of students in your class or people in the community (Interview
people and create a poster to introduce them. Present these and/or display them in the school
lobby or classroom to introduce them to others.)
7. Solve a problem:
8. Should cell phones be allowed in class? Write a cell-phone rule or policy for your class.
Brainstorm and/or research a policy, (how and when phones may or may not be used in class),
with a rationale (tell why), and consequences (what happens) if people don't follow the policy or
agreement.
Categories of Learning Strategies
1. Metacognitive Strategies
2. Cognitive Strategies
3. Socio-affective Strategies
Use of Bloom’s Taxonomy in creating Higher Order Thinking (HOT)Tasks
Analyzing: Analyze, examine, investigate, explain, categorize.
Evaluating: Judge, decide, argue, debate, recommend, criticize.
Creating: Create, invent, predict, plan, imagine, propose, formulate.
Reading Strategies (Before, During, After)
Intensive Reading
Extensive Reading
Stages of the Writing Process
Developing ideas (pre-writing)
Drafting
Revising
Editing
Sharing/Publishing
Teaching Vocabulary
Create intentional learning opportunities
Create incidental learning opportunities
Listening Strategies
Pre-Listening Activities
During Listening Activities
Post--Listening Activities
Speaking Strategies
Information Gap Activities
Fluency Circles
