Ways for Teachers to
Use the Style Glossary
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to Style Glossary
- Creating Dialogues
Cut the printout into strips.
Put students into groups of three or four.
Give students in each group a strip from a different, but related,
category.
Have them create short dialogues using the strips as prompts (donít
give them topics).
Have each group perform its dialogue for the class.
Next, have groups exchange their expressions for new ones and
create another dialogue.
It is helpful to use a timer for this activity to keep the pace
moving (students have three or four minutes to prepare each dialogue.)
- Use It Quick! Cut the printout into strips.
Brainstorm five or six situations in which these expressions are
likely to be used. Then think of ways to simulate these situations
in class.
Example: (for a specific style)
For the Speaking style Responding and Reacting to News Events,
provide students with a variety of current news headlines. Choose
news stories that are likely to elicit the expressions listed.
Group students in pairs. Give one partner an expression from list
A and a news headline, and his or her partner an expression from
list B.
Ask the students to use the news headlines as a context (one minute
limit) for using these expressions authentically. Have students
exchange expressions with other groups until each student has
had a chance to use every expression. Be sure the students use
appropriate stress, intonation, and gestures to express their
shock and dismay at hearing the news.
List A
Do you know what I just found out?
I heard that . . .
Today, I heard on the radio that . . .
Recently, I saw a program on TV that . . .
List B
Oh, thatís terrible.
I wonder if . . .
I canít believe that. Do you know if . . .
Really? I hadnít heard that.
Can you tell me . . . ?
- Role Play
Put students in groups of two or three.
Ask them to create a role play based on a topic or situation you
give them, or one that they create themselves.
Encourage them to use as many expressions as possible in their
role play. Give them about twenty minutes to create and practice
the role play (preferably in separate rooms).
Tape-record the performances if possible.
Listen for errors in usage or pronunciation and jot them down.
Ask students to correct their errors. Or, for more advanced students,
have them listen to the taped recording and identify and correct
errors for homework.
- Laminate for Repeated Use
Print out multiple copies of the style expressions, cut them up,
and laminate them so you can use them again and again. (You may
want to print expressions from each unit on different colored
paper for easy identification.) This will allow you to have them
on hand if you decide students need to review the style expressions
in the future. This also offers an alternative way for you to
assess the studentsí conversation skills.
- Warm-Up with Conversation
Use the style expressions from past units as a warm-up at the
beginning of class. Give each student a strip with a style expression
on it. Ask each student to have a brief, friendly conversation
with a partner in which they must use their expression. Give the
students five minutes to speak. For lower-level students, give
partners style expressions from the same unit. For more advanced
students, challenge them with expressions from different units.
- Identify the Function
As a review of past unit language functions, gather strips of
expressions from each unit you want to review. Each student gets
a slip and silently memorizes one expression from a category.
In a group, they tell each other the expressions and must identify
the function.
- Chain Response
Give each student a strip with an expression on it. One at a time,
each student has to use his or her expression and say a sentence
or two before the conversation moves to the next person, who must
talk and use the next expression.
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