IT WORKS IN PRACTICE More tested lessons, suggestions, tips and techniques which have all

worked for ETp readers. Try them out for yourself – and then send us
your own contribution.
All the contributors to It Works in Practice in this issue of ETp will
be given a copy of An A–Z of ELT by Scott Thornbury, published by
Macmillan. Macmillan have kindly agreed to be sponsors of It Works
in Practice for this year.

 DIY Dictation
This is a technique I have used to revise word, they should think about what fits
 All set to Google
grammatically. Many people will be aware of Google
or round off grammar and vocabulary
as an internet search engine. Google
learning at the end of the week. It can
Once the students think they have also has Google Labs, where new
also be used to introduce new language
finished and have written the whole text, ideas are tested. One of these is
or highlight and correct common errors.
I tell them how many words are in the Google Sets, which automatically
First, I write a short text that includes original. If their text does not have the creates a set of items from a short list
the grammar we have been working on same number as mine, they have to listen of five examples by suggesting further
and some of the vocabulary I want to again and try to find where they have possible items that might go in that
gone wrong. The students are often set. This feature can be used for
revise. The length of the text depends on
teaching in the following way:
the level of the class – about 70 to 90 surprised to find that their text and mine
words is suitable for a pre-intermediate have a different number of words and 1 Students choose five pieces of
class. I record the text onto tape at this often re-motivates them as they
useful vocabulary from a text that
normal or slightly faster than normal become determined to find their
they are working with. (As they
speaking speed. mistakes.
usually choose words related to
Then I divide the class into small groups, After that, I make new groups with a the topic of the text, there is
student from each of the original groups already likely to be some
give each group a copy of the tape and a
connection between the words.)
tape recorder and tell them they are in so they can compare what they have
control. I ask them to listen to the text heard and written. The students are told 2 They go to http://labs.
once to get a general idea of what it is to make notes on places where their text google.com/sets and key in the
about and then to listen again and write differs from that of the other students in items.
down everything they hear. The students their new group. 3 They copy out the sets of words
have control of the tape and can listen
The students then go back to their that Google creates.
as many times as they need to. Each
student should write the text down, but original groups and listen again to check, 4 They then work in groups to
they should work together as a group change and correct their texts. Once they discuss the sets created; for
and help each other reconstruct it. have done as much as they can, the whole example, they can remove any
I tell the students to use their class comes together and we reconstruct items that they feel are off-topic.
grammar knowledge to the text on the board.
help them. If they I highlight the grammar and An alternative exercise involves
can’t hear a vocabulary we are revising students deliberately creating a set of
and we discuss five words themselves, keying the
grammar issues when words into Google Sets and seeing
students have got what other words Google suggests for
something wrong. their set.
What is happening is that a thematic
Finally, we listen to the text
set of vocabulary is being created and
again with the correct version on
the students are analysing this
the board.
vocabulary. This is a simple, easy
Students seem to enjoy the challenge and exercise – try it yourself!
the control they get from this activity. Peter G Jones
Lappeenranta, Finland
Mel Whyte

42 • Issue 45 July 2006 • ENGLISH TEACHING professional • www.etprofessional.com •

 A laugh a minute
Why not step away from the coursebook for a while? Jokes are Write every word of a joke on a separate piece of
all around us – use them to have a great time with your paper. As before, the students work in pairs and try
students in the classroom! to reassemble the joke from the jumbled words, but
this time one word from each joke is missing. The
● The aim of these activities is to revise vocabulary, whether missing words are stuck on the board on pieces of
topic-based or not, but you can use them to teach grammar paper. Each piece of paper on the board could
points as well. contain just the missing word, the word and a
● They are suitable for mixed-ability classes. suitable picture or a picture representing the word.

● They suit different types of learners (visual, kinaesthetic, etc). Write joke questions and answers on separate pieces
of paper. Then ask the students to replace one word
● They can easily be adapted, according to the language skill you
with a picture. They can then ask other students (or
want to practise.
the whole class) to work out the joke.
● They can be used with different levels and different ages, from
primary school students to adult learners. Give a student a joke and ask them to tell it to the
class, miming one word or the whole question or the
● The material is re-usable. You can easily collect more jokes whole answer.
than your students can use in a class or two. You can laugh at
a set of jokes in October, choose the best ones, revise the Replace the answers of a collection of jokes with
activities a little, and do them again in May! suitable pictures or ask a group of students to do this
in class. Alternatively, ask a colleague (or a gifted
● Once the class has started, your role is simply to tell the
artist from some other class) to draw suitable
students when to start or stop, give instructions on what to do
pictures. Then give the jokes to the class to work out.
next, set extra activities if they finish quickly and give extra
This can really be fun!
help to students who need it.

Post script
Preparation
Here are some follow-up activities that you might like to try:
Make a collection of short jokes, of the ‘question–answer’ type,
eg What does a lazy dog chase? (Parked cars). You can find these ● Students translate a joke they already know in their L1 into
in newspapers, kids’ magazines and in various coursebooks. English.
Students, children, their friends, even your colleagues are also a
great resource for jokes. You could also search for books of jokes ● Students take turns to tell their favourite jokes.
in bookshops. And, of course, there are always sites on the
internet (my favourites are: www.yahooligans.com; ● Students tell a joke (in English) which is in some way similar to
www.lotsofjokes.com; www.whatalulu.com). a joke they have heard in the class.

Whichever activity you choose to do, you will need some A4 ● Students draw a picture of (or mime) the joke they heard in
paper, a pair of scissors and some adhesive tape. For some you class which they liked most.
will also need glue, pictures (cut-outs from magazines are the
● Students vote for the best/worst joke.
easiest solution), crayons and markers.
Maja Hadzic
Belgrade, Serbia & Montenegro
Possibilities
Write a joke question and the answer on separate
pieces of paper. Each student is given one piece of 
paper and has to try to find the person with the
matching question or answer. IT WORKS IN PRACTICE
Do you have ideas you’d like to share with
One student reads out a joke question; the others colleagues around the world?
suggest possible answers. (Then a student reads an Tips, techniques and activities; simple or sophisticated;
answer, and the others suggest possible questions.) well-tried or innovative; something that has
worked well for you?
Write every word of a joke on a separate piece of All published contributions receive a prize!
paper. Put the students in pairs and give each pair Write to us or email:
one jumbled joke. The students try to unscramble iwip@etprofessional.com
the joke.

• www.etprofessional.com • ENGLISH TEACHING professional • Issue 45 July 2006 • 43