TEMA 5 Practices to develop listening and speaking skills within the classroom

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<p>AULA 5</p><p>ESTUDOS AVANÇADOS DE</p><p>LÍNGUA INGLESA –</p><p>COMPREENSÃO AUDITIVA E</p><p>COMUNICAÇÃO ORAL</p><p>Prof. Robson Ribeiro</p><p>2</p><p>INITIAL DISCUSSION</p><p>As previously mentioned, for many students, the ultimate objectives of</p><p>language learning are listening and speaking proficiency. To these individuals,</p><p>acquiring grammar and vocabulary skills, along with engaging in reading and</p><p>writing exercises, serve merely as preliminary steps necessary to attain effective</p><p>listening and speaking abilities. In this module thus far, we have explored the</p><p>fundamental nature of listening and speaking, and we have endeavored to</p><p>establish guiding principles for creating or adapting activities that facilitate</p><p>instruction or practice in these two crucial areas. In the forthcoming two lessons,</p><p>our focus will shift towards practical exercises, enabling us to assess the quality of</p><p>tasks and identify avenues for improvement when necessary.</p><p>Within this lesson, our attention will be devoted to the practical</p><p>considerations associated with developing listening and speaking skills within the</p><p>classroom setting. By the lesson's conclusion, we will have gained insight into</p><p>proactive planning methods that can help circumvent many of the inherent</p><p>challenges associated with listening and speaking exercises. In our final lesson,</p><p>we will delve into the integration of listening and speaking skills with each other</p><p>and with other learning objectives, such as reading and writing.</p><p>CONTEXTUALIZATION</p><p>This lesson will delve into the practical aspects of crafting or adapting</p><p>listening and speaking activities suitable for classroom implementation. It is</p><p>essential to bear in mind that, in accordance with the communicative approach</p><p>(CLT), our overarching aim is to create activities that closely resemble authentic</p><p>language use. Nevertheless, there may be occasions when complete authenticity</p><p>is not the primary objective, and one such instance will be explored towards the</p><p>end of this lesson when we discuss drills.</p><p>Throughout the course of this lesson, our focus will revolve around the</p><p>following key questions:</p><p>• What is the concept of task-based learning, and how can it enhance</p><p>productive language skills?</p><p>• In what ways can clear and effective instructions enhance the efficacy of</p><p>our classroom activities?</p><p>• How can we effectively structure and organize listening activities?</p><p>3</p><p>• What essential factors should be taken into account when preparing high-</p><p>quality speaking activities?</p><p>• What strategies can be employed to infuse drills with greater interest and</p><p>communicative value?</p><p>THEME 1 – TASK-BASED LEARNING</p><p>In the 1990s, as part of the communicative approach (CLT), the concept of</p><p>task-based learning emerged as a significant development. Its influence has been</p><p>profound, spanning all facets of language education, from major publishing houses</p><p>to individual educators crafting their teaching materials. While we won't delve</p><p>deeply into the intricacies of task- based learning in this section of the course, we</p><p>will explore its impact on both speaking and listening activities.</p><p>Within this framework, the instructional process comprises several key</p><p>stages. It commences with a pre-task phase, wherein students and the teacher</p><p>collectively delve into the topic through brainstorming and discussions on related</p><p>issues. Subsequently, students transition into the task cycle, encompassing the</p><p>execution of the assigned task while the teacher closely monitors their</p><p>performance. Following this, students prepare to share their experiences and</p><p>findings, either through discussion or in writing, with the rest of the class.</p><p>Subsequent to this sharing phase, the class collectively focuses on the language</p><p>employed during the task and works collaboratively to address any language-</p><p>related challenges identified during the monitoring phase. Ultimately, students</p><p>revisit the task, with the expectation of improved performance compared to their</p><p>initial attempt. Figure 1 provides a visual representation of the task-based learning</p><p>framework.</p><p>4</p><p>Source: Willis, 1996.</p><p>1.1 An Illustrative Classroom Scenario</p><p>Selivan (2012) offers several practical examples demonstrating the</p><p>application of this framework in the classroom. One such example presented by</p><p>Selivan involves students describing a photograph:</p><p>PRE-TASK: Display childhood photographs of famous individuals on the</p><p>board and encourage students to make educated guesses about their</p><p>identities.</p><p>TASK: In pairs, students share childhood photographs they've brought</p><p>from home. They describe the contents of the photos and discuss that</p><p>specific stage of their lives. The teacher oversees this activity, noting any</p><p>errors or deficiencies in students' lexicon. Subsequently, students report</p><p>to the entire class, sharing any new and interesting insights they've</p><p>gained about their partners.</p><p>POST-TASK: Students listen to a recording in which a proficient</p><p>language user describes a photograph. They then work with a transcript</p><p>of the recording, analyzing noteworthy linguistic features such as:</p><p>“Before I came over here…”</p><p>“We used to… we would... and then we'd...”</p><p>“It was in the summer when I’d just + past participle”</p><p>“When I turned 13…”</p><p>During this stage, the teacher may also address any errors made by</p><p>students, such as issues related to past tense forms, and so forth.</p><p>REPEAT TASK: Students change partners and repeat the task,</p><p>endeavoring to incorporate the language addressed during the previous</p><p>stage. Alternatively, students may upload their photos to the class blog</p><p>and provide brief informal descriptions.</p><p>1.2 Advantages</p><p>This approach to language teaching is highly pragmatic, promoting a</p><p>student- centered focus on their specific needs. It also stands out for its ability to</p><p>make learners aware of the language they require while undertaking a task,</p><p>rendering them more receptive to subsequent language instruction by the teacher.</p><p>5</p><p>Additionally, tasks crafted using this framework tend to be authentic and directly</p><p>relevant to students.</p><p>1.3 Disadvantages</p><p>Although theoretically sound, this approach may not be as effective in</p><p>practice. Students may exhibit limited interest in observing others perform tasks</p><p>and might lack the requisite skills to analyze others' task execution effectively.</p><p>Furthermore, many students may struggle with the initial task due to a lack of</p><p>essential language skills, preventing them from successfully completing it.</p><p>Teachers may also find it challenging to spontaneously respond during the lesson</p><p>to address students' specific needs.</p><p>These criticisms have led many educators to adapt the approach, placing</p><p>greater emphasis on the task cycle: introducing students to some language,</p><p>assigning a task, providing feedback and corrections, and then assigning the task</p><p>again. This revised approach offers students ample opportunities for practice in</p><p>both speaking and listening activities.</p><p>THEME 2 – INSTRUCTIONS</p><p>Regardless of how well-structured an activity may be, the effectiveness of</p><p>classroom tasks ultimately hinges on students' comprehension of instructions.</p><p>Without clear directives, even the most thoughtfully planned activities are bound to</p><p>fail. Additionally, students' confidence in their teacher and their enjoyment of the</p><p>English learning process are at risk when instructions are unclear. Therefore, when</p><p>faced with a choice between an average yet easily understood activity and an</p><p>exciting one that is challenging to explain, opting for the former is advisable.</p><p>2.1 Keep Instructions Concise</p><p>Recall the last time you sought directions. If the instructions involved taking</p><p>the first left, crossing the traffic lights, turning right after passing the supermarket,</p><p>continuing straight for approximately six blocks, turning right once past the post</p><p>office, and proceeding</p><p>over the bridge until reaching a roundabout, where you</p><p>should take the third exit, you likely struggled to retain all these details. Similarly,</p><p>in the classroom, providing excessive information can overwhelm students'</p><p>capacity to remember instructions.</p><p>6</p><p>Therefore, it is essential to keep instructions brief. A useful guideline is to</p><p>limit instructions to no more than three distinct steps at a time, as students are</p><p>more likely to retain information when presented in this manner. Once students</p><p>have executed the initial set of instructions, halt their progress and provide</p><p>guidance for the subsequent phase, proceeding with another set of approximately</p><p>three steps.</p><p>2.2 Use Visual Aids</p><p>Language learners frequently encounter difficulties in recognizing signposts</p><p>or cohesive devices that indicate the direction a speaker is taking during listening</p><p>exercises. While such skills warrant practice during listening tasks, they should not</p><p>be emphasized when teachers issue instructions. During instruction, the sole</p><p>objective is to convey the task requirements effectively, rather than enhancing</p><p>listening skills, although incidental improvement may occur.</p><p>To circumvent the loss of sequential markers like 'after that,' 'next,' or 'then'</p><p>during instructions, which can confuse students about the task sequence, a</p><p>practical approach is to employ visual cues. Assuming adherence to the guideline</p><p>of no more than three stages per set of instructions, holding up one finger when</p><p>explaining the first step, two fingers for the second step, and repeating the process</p><p>for the third step can be highly effective.</p><p>2.3 Provide Exemplars</p><p>Rather than relying on lengthy and verbose explanations of tasks, the use</p><p>of straightforward examples can be remarkably effective. Teachers can either</p><p>demonstrate the activity themselves or enlist a proficient student to illustrate the</p><p>task requirements.</p><p>2.4 Observe Student Reactions</p><p>The most straightforward method of gauging students' comprehension of</p><p>instructions is through visual observation. If students appear engaged and</p><p>attentive, it is likely that they have grasped the instructions and can execute the</p><p>task proficiently. Conversely, expressions of confusion or bewilderment indicate</p><p>potential comprehension issues. However, maintaining focus on student reactions</p><p>7</p><p>can be challenging, especially when juggling other tasks such as presenting</p><p>materials, or when dealing with a large class.</p><p>2.5 Verify Understanding</p><p>In situations where direct observation of student reactions is impossible, or</p><p>in cases where trust in student comprehension is lacking, teachers must choose</p><p>between reissuing instructions or verifying understanding. Repetition of</p><p>instructions is fraught with the risk that the original issue causing misunderstanding</p><p>may persist. Therefore, confirming comprehension is generally more effective.</p><p>Rather than simply asking, “Do you understand?” which often leads to</p><p>unreliable responses, teachers should opt for questions that necessitate a</p><p>substantive understanding of the task. For instance, inquiries such as, “Should you</p><p>do A or B?” or “What should you do after this?” elicit correct responses, providing</p><p>reasonable assurance of students' comprehension.</p><p>2.6 Reuse Activities</p><p>Revisiting previously used activities is an efficient approach to circumvent</p><p>the need for constant instruction. If students have previously engaged in an activity,</p><p>they can often proceed without additional guidance. However, it is essential to</p><p>exercise caution and avoid excessive repetition, as both students and teachers</p><p>may become disinterested over time.</p><p>2.7 Boost Confidence</p><p>Misunderstandings in the classroom, particularly among lower-level</p><p>learners, are commonplace. Recognizing and accepting this fact is crucial, as it</p><p>necessitates the development of coping mechanisms. Teachers should refrain</p><p>from blaming students, maintaining composure, and swiftly addressing any arising</p><p>issues. One effective strategy involves cultivating students' confidence in the</p><p>teacher through thorough preparation and a proven track record of success in other</p><p>activities. When students trust that their teacher generally succeeds, they are more</p><p>likely to overlook occasional problems and remain engaged in the learning</p><p>process. Conversely, if students lose confidence in the teacher, they may become</p><p>reluctant to participate and may not readily forgive instructional missteps in the</p><p>future.</p><p>8</p><p>THEME 3 – INCORPORATING LISTENING INTO THE CLASSROOM</p><p>Facilitating listening practice in the classroom may seem straightforward at</p><p>first glance. As the teacher, you either speak, providing something for students to</p><p>listen to, or you press play on a CD player, allowing students to listen to pre-</p><p>recorded material. However, the process is more intricate than it appears. Reflect</p><p>on how we engage in listening in real-life scenarios. Typically, we listen with a</p><p>purpose, a motivation to pay attention and grasp the message being conveyed.</p><p>While listening, we are often engaged in secondary activities, such as verifying</p><p>information, taking notes, or responding to instructions. Moreover, following</p><p>listening, we generally respond in some manner, whether it involves debating with</p><p>the speaker, composing an essay, or expressing our thoughts on following</p><p>instructions. If this pattern holds in real-life situations, and we aspire to create</p><p>authentic classroom activities, we must strive to integrate these elements into our</p><p>practice tasks.</p><p>3.1 Pre-listening</p><p>This stage of a listening activity serves two primary objectives. Firstly, it</p><p>prepares students to confront the task's challenges by introducing any essential</p><p>vocabulary (lexis) that may be required. Secondly, it motivates students to actively</p><p>engage in listening by activating their schemata, prompting them to contemplate</p><p>the topic of the upcoming listening exercise and anticipate its presentation.</p><p>Various methods can be employed to introduce new vocabulary to students.</p><p>While it's impractical to delve into all possibilities here, common techniques include</p><p>matching words or phrases to definitions, associating words or phrases with</p><p>images, or requesting students to formulate their own definitions. Importantly, the</p><p>words or phrases introduced during this pre-teaching exercise should feature</p><p>prominently in the listening material and play a critical role in comprehending the</p><p>text.</p><p>Regarding the second objective, students should be adequately prepared</p><p>for the listening task, ensuring they don't spend the initial moments struggling to</p><p>establish context. Warming students up to the topic can be as straightforward as</p><p>explaining the listening content. Ideally, however, it should involve active</p><p>participation from students. This could involve:</p><p>• Asking students to predict answers to questions before they listen.</p><p>9</p><p>• Encouraging students to formulate their questions.</p><p>• Requesting students to inspect titles or images and speculate about the</p><p>forthcoming content.</p><p>• Displaying an image related to the listening topic and prompting students to</p><p>describe it or ponder its significance.</p><p>3.2 While-listening</p><p>Traditionally, this stage is viewed as the core listening activity. If you have</p><p>selected a task appropriate for students' proficiency level and prepared them</p><p>adequately during the pre-listening stage, this phase should proceed smoothly.</p><p>Sample while-listening activities might include:</p><p>• Listening and verifying predictions made during the pre-listening stage.</p><p>• Listening and transcribing an answer.</p><p>• Listening and responding to multiple-choice questions.</p><p>• Listening and sketching a picture based on a verbal description.</p><p>• Listening and executing a physical action in response.</p><p>It's quite common to instruct students to listen to the same passage more</p><p>than once, each time engaging in a different activity.</p><p>This approach allows students</p><p>to initially grasp the general idea and then focus on finer details during subsequent</p><p>listening attempts. Such activities align well with the concept of top-down</p><p>processing, maximize the utility of the listening material, and provide students with</p><p>the opportunity to deepen their comprehension of the text.</p><p>3.3 Post-listening</p><p>In this phase, teachers can leverage the listening activity, along with the</p><p>context they've established, to explore various aspects of the English language.</p><p>Teachers may choose to concentrate on the language used in the listening material</p><p>to teach vocabulary, grammar, or phonological elements. Given that students</p><p>ideally comprehend the task's message, any language addressed at this stage</p><p>benefits from being analyzed in context, with its meaning fully developed.</p><p>Alternatively or concurrently, teachers have the option to expand upon the</p><p>ideas introduced in the listening activity, integrating speaking, writing, or reading</p><p>skills. For instance, in a listening activity centered on a restaurant conversation,</p><p>students could be encouraged to write and enact their own role-play scenarios.</p><p>10</p><p>Regrettably, teachers often find themselves unable or disinclined to execute</p><p>post-listening exercises. This may be attributed to time constraints or a failure to</p><p>recognize their value, whatever the cause, it is unfortunate.</p><p>3.4 Tips and Strategies for Enhancing Listening Activities</p><p>Provided that robust pre-, while-, and post-listening activities are</p><p>incorporated, teachers can have confidence in the effectiveness of their approach.</p><p>Nevertheless, several additional elements can elevate any listening activity to a</p><p>higher level:</p><p>• Peer Review: Before conducting class-wide feedback, encourage students</p><p>to check their answers in pairs. This approach offers several advantages,</p><p>such as increasing student-to- student interaction, enhancing English</p><p>usage, and instilling confidence in students when they find their partners'</p><p>responses matching their own.</p><p>• Transcript Utilization: The transcript is an invaluable tool often underutilized</p><p>by teachers. Its significance is underscored by the considerable space</p><p>dedicated to transcripts in published materials. Teachers can leverage</p><p>transcripts in various ways, including linguistic analysis (e.g., identifying</p><p>examples of the present perfect or specific prepositions), providing</p><p>clarification if students struggle to understand a segment, or employing</p><p>transcripts for pronunciation practice while students follow along.</p><p>• Student Autonomy: Empower students by soliciting their input on whether</p><p>they'd like to listen again or entrusting one of them with the responsibility of</p><p>controlling playback. This not only enhances students' self-confidence but</p><p>also fosters a sense of ownership over their learning, reducing their reliance</p><p>on the teacher for instruction.</p><p>• Repetition: Do not hesitate to replay a listening passage multiple times.</p><p>Repetition can serve various purposes, such as revisiting the same task if</p><p>students struggled initially or reusing the same text with a different activity.</p><p>Multiple listening sessions provide students with the opportunity to deepen</p><p>their understanding and focus on meaning.</p><p>• Top-down Processing: When multiple tasks are assigned for the same</p><p>listening text, consider employing top-down processing techniques, as</p><p>discussed earlier in this module. The first task should emphasize global</p><p>11</p><p>comprehension, the second should delve into details, and the third should</p><p>concentrate on individual sounds, words, or phrases.</p><p>• Keep It Brief: Whether creating your own material or selecting content from</p><p>sources like YouTube, it's advisable to keep the material concise. Lengthy</p><p>materials, especially those exceeding 2 or 3 minutes, can consume a</p><p>significant portion of class time and challenge students' attention spans.</p><p>Longer listening exercises may be more suitable for advanced students</p><p>when focusing on extensive listening.</p><p>THEME 4 – ENGAGING IN CLASSROOM SPEAKING ACTIVITIES</p><p>In the classroom, you'll find students with varying degrees of willingness to</p><p>speak. Some seem ready to chat away at any given moment, while others may</p><p>require a bit more encouragement. However, ensuring that students not only speak</p><p>but also focus on the right topics and use appropriate language is essential. The</p><p>process, rather than just the end result, should be the primary focus – how students</p><p>accomplish a task and what they glean from it, rather than merely completing the</p><p>task itself.</p><p>Moreover, while certain students may feel confident speaking in various</p><p>situations, this does not apply to everyone. The key to successful speaking</p><p>activities is thorough preparation. Equipping students with the necessary</p><p>information, time to prepare, and essential vocabulary significantly enhances the</p><p>chances of a productive activity.</p><p>4.1 Information</p><p>When a task necessitates specific information, allocate time for students to</p><p>gather or read it. For instance, if you're planning a role-play, provide time for</p><p>students to peruse cue cards. If a debate is on the agenda, grant students the</p><p>opportunity to research the facts they'll require. This preparatory work can take</p><p>place in class or as part of the previous class's homework. While it may seem like</p><p>you're spending valuable time that could be better spent on actual speaking, the</p><p>investment here ultimately yields a more efficient and effective activity.</p><p>12</p><p>4.2 Individual Preparation</p><p>Previously in this course, we've explored speaking strategies and coping</p><p>techniques. One valuable strategy involves preplanning what you intend to say</p><p>before actually saying it. Consider real-life scenarios: before using a second</p><p>language to purchase a pair of trousers, a person might contemplate their needs</p><p>and the necessary language for describing them. They think about how to discuss</p><p>color, prices, sizes, and inquire about the dressing room and return policy.</p><p>Predicting potential responses helps them prepare for the ensuing</p><p>conversation. If this strategy proves beneficial outside the classroom, it should also</p><p>be applied within it. Doing so ensures not only the success of the task but also</p><p>trains students to employ this strategy independently. Of course, there will be times</p><p>when we can't preplan our responses, as life often presents spontaneous</p><p>situations – hence, we shouldn't always rely on this strategy.</p><p>4.3 Lexis</p><p>If a task requires specific language for completion, ensure you've introduced</p><p>it before commencing the activity. It's possible that the activity serves as a review</p><p>of language already covered; in such cases, remind students and write the</p><p>pertinent vocabulary on the board, making it easily accessible if it slips their minds</p><p>during the activity.</p><p>4.4 Tips and Strategies for Speaking Activities</p><p>• Define Your Goal: Clearly identify whether your aim is to practice speaking</p><p>or to use speaking as a means to practice a particular grammar or</p><p>vocabulary point. Clarity about your objectives allows you to assess the</p><p>activity's success and provide valuable feedback. If your goal is to</p><p>emphasize a specific grammar or vocabulary item, your feedback will</p><p>naturally center on that aspect. If the focus is on speaking skills, you might</p><p>be more inclined to overlook other issues.</p><p>• Provide Time Warnings: Unexpectedly concluding an engaging activity can</p><p>be disheartening for students. Additionally, some students may veer off-</p><p>topic, so gently signaling that there's limited time remaining can help refocus</p><p>their attention. Similarly, students who finish early won't mind waiting a</p><p>minute or two for their classmates to complete the task. To keep them</p><p>13</p><p>engaged during this time, have extra activities prepared, ensuring they</p><p>remain occupied without feeling penalized for their efficiency.</p><p>• Address Early Finishers:</p><p>For students who complete tasks quickly,</p><p>especially if it's going to be more than a couple of minutes before the rest</p><p>finish, have supplementary activities at the ready. This prevents students</p><p>from becoming bored or disruptive. Avoid assigning textbook exercises as</p><p>these may be perceived as punitive for working swiftly.</p><p>• Effective Timing: Determining when to conclude an activity comes with</p><p>experience. Provide ample time for participants to complete the exercise</p><p>without allowing it to drag on, potentially causing boredom. While you</p><p>shouldn't hold the entire class hostage for a few slower students, you also</p><p>can't expect everyone to move at the pace of the fastest. Pay attention to</p><p>the class's dynamics to gauge when interest begins to wane and conclude</p><p>the task accordingly.</p><p>• Monitoring: The teacher's actions while students are speaking can</p><p>significantly impact the activity's outcomes. If the teacher appears</p><p>disinterested, focusing on notes for the next task or gazing out the window,</p><p>students will notice and may cease working effectively. Instead, teachers</p><p>should actively monitor students' performance, potentially taking notes for</p><p>post-activity feedback. If the activity has been set up effectively, direct</p><p>intervention should rarely be necessary. Instead, find a location in the</p><p>classroom where you can hear as many students as possible. If this isn't</p><p>feasible, move around after a few minutes. Avoid attempting to conceal your</p><p>monitoring efforts; instead, perform them openly so students are aware of</p><p>your presence. If you hear laughter from a group, smile even if you're</p><p>unaware of the joke. This conveys your ability to hear everyone, enhancing</p><p>student participation.</p><p>• Class Size Considerations: Be mindful of class size and its implications for</p><p>activities. A larger class may be noisy and make monitoring challenging.</p><p>Conversely, a smaller class can be quieter, potentially intimidating students</p><p>and limiting the range of activities you can engage in.</p><p>THEME 5 – LANGUAGE DRILLS</p><p>At its core, a language drill in the classroom involves the teacher modeling</p><p>language, which students then replicate. Drills can take various forms, including</p><p>14</p><p>individual repetition, group repetition, or whole-class repetition. In its simplest form,</p><p>students mimic what the teacher says, but substitution drills require students to</p><p>manipulate the language in some way. For instance:</p><p>• Teacher: Apple juice</p><p>• Students: I like it</p><p>• Teacher: Grapes</p><p>• Students: I like them</p><p>• Teacher: Bananas, not</p><p>• Students: I don’t like them</p><p>Drills originally emerged as part of the behaviorist approach to language</p><p>instruction, founded on the belief that repeated exposure to language would lead</p><p>to its automatic retrieval when needed. While certain aspects of this approach have</p><p>been discredited, drills remain a feature of many language classrooms.</p><p>5.1 The Case Against Drills</p><p>Drills have garnered their share of criticism among teachers and</p><p>researchers for several reasons:</p><p>• Lack of Focus on Meaning: Drills often involve mere repetition without an</p><p>emphasis on understanding the meaning of what is being said.</p><p>• Lack of Communicative Function: They lack transactional or phatic</p><p>functions found in real-world communication.</p><p>• Lack of Authenticity: Drills are rarely encountered in authentic, everyday</p><p>language use.</p><p>• Teacher-Centered: They place the teacher in full control, limiting student</p><p>autonomy.</p><p>• Perceived Boredom: Some students and educators find drills monotonous.</p><p>5.2 The Case for Drills</p><p>Despite these drawbacks, many teachers and students appreciate drills and</p><p>continue to use them for several reasons:</p><p>• Safety: Drills offer a safe environment for language practice, focusing on</p><p>aspects of pronunciation or structure without the pressure of meaning.</p><p>15</p><p>• Confidence Building: Students often feel a sense of accomplishment and</p><p>confidence when participating in drills.</p><p>• Error Identification: Drills can help teachers pinpoint mistakes, especially</p><p>pronunciation errors, by directing specific attention to them.</p><p>• Teacher-Centered Approach: Teacher-centeredness is not inherently</p><p>negative; many students prefer a teacher-led class.</p><p>• Potential Engagement: When executed thoughtfully, drills do not have to be</p><p>boring.</p><p>5.3 Improving Drills</p><p>For those determined to use drills effectively, here are some strategies to</p><p>make them more engaging:</p><p>• Keep Them Brief: Long drill sessions can become tedious. Opt for shorter,</p><p>snappier drills to maintain student engagement.</p><p>• Vary the Format: Mix it up by employing whole-class, group, and individual</p><p>drills.</p><p>• Diversify the Type: Experiment with different drill types, such as repetition</p><p>drills, substitution drills, written drills, or any other suitable format.</p><p>• Avoid Predictability: Avoid going around the class in a predictable order.</p><p>This prevents the last student in line from growing increasingly anxious and</p><p>the first student from losing interest.</p><p>• Add a Twist: Introduce variety by changing how you deliver the prompts.</p><p>Try whispering or shouting the instructions and ask students to mimic you.</p><p>Organize students by various criteria like gender, age, or appearance. This</p><p>keeps students engaged, as they are not merely parroting but actively</p><p>attending to your instructions.</p><p>5.4 Conclusion</p><p>In this lesson, we explored the practicalities of task-based learning within</p><p>the communicative approach, focusing on speaking and listening exercises. We</p><p>emphasized the importance of clear instructions to guide students effectively.</p><p>Regarding listening, we delved into the necessity of incorporating pre-, while-, and</p><p>post-listening tasks, along with practical classroom implementation tips. In the</p><p>context of speaking, we stressed the significance of comprehensive student</p><p>16</p><p>preparation before diving into the tasks, followed by practical insights into</p><p>executing speaking activities in the classroom. Lastly, we tackled the controversial</p><p>topic of language drills, examining their pros and cons and offering strategies for</p><p>using them more effectively. In the upcoming lesson, we will explore how to</p><p>integrate speaking and listening skills activities with other language skills.</p><p>Theoretical approach text</p><p>GALLACHER, L. Project work with teenagers. British Council, 2014, Available in:</p><p><https://www.teachingenglish.org.uk/article/project-work-teenagers>. Access: 15</p><p>jun. 2018.</p><p>Practical approach text</p><p>SPECK, C. 8 Great Ways to Use Dictation with ESL Students. Busy Teacher.</p><p>Available in: <https://busyteacher.org/25011-8-great-ways-to-use-dictation-with-</p><p>esl-students.html>. Access: 15 jun. 2018.</p><p>Further knowledge</p><p>ACTIVITIES to promote interaction and communication. CAL – Center for</p><p>Applied Linguistics. Available in:</p><p><http://www.cal.org/caela/tools/program_development/el ltoolkit/Part2-</p><p>41Interaction&Communication.pdf>. Access: 15 jun. 2018.</p><p>17</p><p>REFERENCES</p><p>BROWN, J. D. Teaching by Principles: An interactive approach to language</p><p>pedagogy. New York: Pearson Education, 2001.</p><p>RHALMI, M. Task Based Language Teaching. My English Pages, 2018. Available</p><p>in: <http://www.myenglishpages.com/blog/task-based-language-teaching-tblt/>.</p><p>Access: 15 jun. 2018.</p><p>SCRIVNER, J. Learning Teaching. Oxford: Macmillan Publishers Ltd: 2005.</p><p>SELIVAN, L. In: Defence of TBL. Leoxicon, 2012. Available</p><p>in: <https://leoxicon.blogspot.com.br/2012/05/in-defence-of-tbl.html>. Access: 15</p><p>jun.2018.</p><p>THORNBURY, S. Speaking Instruction in the Cambridge Guide to Pedagogy</p><p>and Practice in Second Language Teaching Cambridge. Cambridge: Cambridge</p><p>University Press, 2012.</p><p>WILLIS, J. A Framework for Task-Based Learning. Harlow: Longman Group Ltd,</p><p>1996.</p>