Learning to teach ESL

I have attached a digital copy of my Continued Professional Development Report in this blog entry. It is a reflection on the usefulness of the resources that I chose to assist me in the development of my English language teaching and professional development. It discusses the ease of use, benefits and drawbacks of the resources, my learning takeaways, and my recommendations for others.

I have attached a digital copy of my Final Self-Evaluation Report in this blog entry. It includes a list of my strengths as a teacher, areas for improvement, my focus for the future, and a reflection on the student teacher evaluation. It also contains a list of my practicum teaching reflections, my student evaluation questions and results, and a list of comments received by my students from the evaluation.

I completed the final two teaching hours on June 26th. I will reflect on both of the classes below.

I think that the teaching that I did for the reading course went very well. I fit the content for the review class into the Jeopardy game. Most of the categories that I set up were focused on reviewing vocabulary that the students have covered since their mid-term exam. One category had them use some vocabulary words in a sentence. Another had them identify other forms of vocabulary words. The final category centered around using the reading strategies that they learned in the course. I am glad that my sponsor teacher gave this activity as a suggestion because the students seemed to really enjoy it. It was similar to the Kahoot! activity because they could work with their group members to compete against other groups. My sponsor teacher helped me to think of categories to use in the game and I really appreciate her assistance with the lessons that I put together for this week.

There is one change that I would make to the lesson if I were to teach it again. I would make sure that my rules were consistent. The members of a few of the groups sat very close together and it was difficult to tell who was in each group. As a result, I accidentally asked the same person to choose a character/team name for another group. I also had trouble evaluating some of the responses to decide whether their responses were satisfactory. I had to ask my sponsor teacher for input in these situations. Sometimes she suggested to give partial marks to groups for their answers or suggested that I let other groups attempt to steal points from each other. These decisions were not consistent and I worry that some students think I favoured some groups over another.

Another thing that I worried about was that my instructions may not have been clear and could have caused confusion. In those situations, I tried to give students hints at what information they might be missing. For example, one of my questions provided a list of words to students and they were supposed to infer what the subject was. There were names of places (Cairo and Giza) and landscapes (Nile river and desert), in addition to landmarks and adjectives describing the topic. The group was quick to identify Egypt as part of the topic but were confused when I wanted a more specific answer. Rather than moving on to another group to see if they could provide a more specific answer, I pointed out other words like cameras and souvenirs to help them. I asked the group why someone would need them and what that says about the topic. The group eventually identified the topic as travelling (or tourism) in Egypt. I don't think that this was the most fair strategy to use in the activity, but I felt like the exercise was helpful for other groups too.

I don't think that the teaching I did for the cultural conversational class went as well as the reading class. I made the mistake of dividing the class up into groups with multiple students from a shared home country to discuss what we covered in the course and the similarities and differences between Canada and their home country. Students did not have much to teach each other since they had a lot of shared experiences. As a result, some of the groups just used the time to chat with each other about other topics. My practicum supervisor also mentioned that I took too much time reviewing past lessons and that the time could have been used better for a different activity. This is especially true since the students did not have to prepare for a test or final exam in this class.

I also had problems with a modified version of the game Taboo. I think that I needed to be more specific with my instructions because some students used words that they were not supposed to use (maybe they thought they were hints) and multiple group members tried to get the guesser to say the target word at the same time. There was a lot of confusion about this activity and I would spend more time modelling the activity if I were to use it in the future. I think that these mistakes were made because I don't have much teaching experience. Other teachers who have been teaching for a while know what works and does not work with students and so I will have a better idea of the type of instruction that I need to provide for my students after I gain more experience in the field.

I have chose only one resource to examine this week to help me develop my ninth and tenth lesson plans. The resource that I chose was published by a website called Busy Teacher. The website contains a blog where authors write about various aspects of teaching and it provides teachers with teaching materials that they can include in their lessons. The resource that I chose is an article that was written by Claudia Pesce called "8 Top tips for giving your ESL class a review lesson they'll love." I chose this article because I wanted to read examples of what other teachers have used in their review lessons. I thought that it might give me ideas for materials that I could use in my final lessons.

This resource helped me to understand review classes from the perspective of students. Review classes can be helpful for students by reminding them of content that was taught earlier in the course that they may have forgotten or remains unclear to them. However, students can become overwhelmed by the amount of content that they are required to know, leading to test anxiety. The tips included in the resource have helped me plan activities that let students practice what they have already learned in different ways without presenting too much at the same time. utilize materials that were taught earlier without. The following paragraphs list the tips that are included in this week's resource and discuss how I might incorporate them into my lesson plans.

1. Don't use long lists of vocabulary

The author says not to use long lists of vocabulary during review classes because courses contain a lot of new words and can be intimidating to students if they are presented all at once. This can also lead to problems like test anxiety because students are shown everything that they have to know. They may underestimate what they do know and not know what to focus on when they are studying. The author suggests that teachers and instructors organize the materials into shorter, more digestible lists. Fortunately, the vocabulary taught in the reading course is already broken up into short lists in each chapter of the class textbook. As such, both my sponsor teacher and myself can direct students to the most important lists that students should focus on. There is less of a focus on vocabulary in the cultural conversational class, so this tip is less applicable to it.

2. Don't use long lists of grammar structures

The author also says not to use long lists of grammar structures during review classes because learning verb tenses and sentence forms is a very difficult task for many English language learners. Having long lists can be overwhelming for students because they feel like they have to know everything for the test or exam. In reality, some of the grammar structures may have been used to extend the material taught to meet course objectives. They may have also been presented in lessons to appeal to student interests and and may not be required knowledge. As such, it is important to go over what is essential to do well on the test or exam and to distinguish it from information that is not required. Fortunately, neither of the classes focuses much on grammar. The only thing that students must know for the exam in the reading class is how to use forms of vocabulary words correctly in sentences with different structures and verb tenses.

3. Play games

The author suggests that teachers use games in review classes because they help to reduce tension for upcoming tests and exams. Using games helps the teacher to review essential language that students must know for the exam in ways that are less likely to overwhelm students. There is a huge assortment of games that teachers can use for reviewing course content. In the article, the author lists the following games:

a) "Wh- question grammar game" - This game allows students to practice using question words and formulating questions based on answers provided by the teacher.
b) "Present Simple wh- questions game" - This game allows students to practice formulating questions based on different activities and contexts.
c) "Grammar revision board game" - This game allows teachers to customize game boards with grammar structures that students must know for the test or exam. The example given has several statements that students must use to identify the tenses and appropriate words for the blank spaces.
d) "Yes and no picture game" - This game shows students a part of a picture and they must guess what is in it using clues. However, they can only ask questions that have a yes or no answer to obtain clues.
e) Worksheet database - This is resource with a huge variety of worksheets that teachers can use for their classes. Some are meant as general worksheets and others are designed for reviewing course content. Teachers can choose worksheets that suit the levels of their students and teaching context.

Most of the games listed by the author do not fit my teaching context because they focus on grammar. However, I like the 'Present simple wh- questions game" best out of all of the grammar games. It is too simple for students in my practicum placement but I think it would be fun to use in a high-beginner LINC classroom to practice forming questions and reviewing simple vocabulary. In addition, the worksheets in the database are not directly applicable for my final two lessons but I will definitely use them to search for worksheets in my future teaching.

4. Variety

The author states that teachers should use a variety of activities in their review classes. This means not focusing extensively on a video or relying on too many games, worksheets, or speaking activities in the review class. Teachers should focus instead on using a variety of teaching materials and strategies to help students practice and review different skills that were developed throughout the course. These activities should reflect the skill levels of the students. The author suggests doing crafts with younger and/or beginner students and plays with more advanced students. I think that this is an important point to consider when reviewing the cultural conversational class. I have mostly used dialogues in my lesson plans for that class and I don't want to just do more of the same. I have discussed possibilities for review class activities with my sponsor teacher and I hope to use some of her ideas in my final lesson plans.

5. Surprise the students

The author states that teachers should avoid falling back on routines in their review classes. Long review classes focused on going over a breadth of content from the course can lower energy level of students and make the class too boring. Similarly, repeating activities that were used frequently throughout the course can be boring for students if they are not fond of them. As such, review classes give teachers an opportunity to be creative and surprise students with a new game. The author suggests doing a Jeopardy review game to go over materials that will be on the test or exam. My sponsor teacher has also suggested that I do a Jeopardy game as the main activity for reviewing the reading class materials. She said that students will do a few questions about different topics covered in class and that it will help them identify which content they need to focus their studying on.

6. Student questions

The author suggests that teachers take questions from the students in their classes because it allows students to revisit material that they have forgotten, missed, or don't understand. This is a useful activity if students are willing to participate in the classroom and admit that they need a word or concept explained. In this situation, teachers may not need to take time to assess what their students know and don't know. However, the students in my classes often hesitate to speak up if they don't understand something because they don't want to lose face. This is frustrating because teachers don't know that students need help unless they say so. Student questions also allow teachers to teach on previously covered material and explain concepts in different ways to help students understand. Sometimes multiple students will have the same questions so everyone benefits. This works best with adult students and when students have time to write down questions before the review class. My sponsor teacher and I have decided to dedicate time in the cultural conversational class to answering questions about Canadian culture that were not covered in the course. I will also be sure to listen for student questions in the review activities for the reading class.

7. Let students teach

Another suggestion that the author has is to let students teach each other. Some students may have difficulty remembering information or be confused about something that was covered in the course. Other students might understand that content and be able to explain words and concepts to the students who are having difficulty in a more effective way than the teacher. This already takes place in my practicum classes. Students often sit beside classmates who are from the same country as they are and talk amongst each other if there is something they don't understand. While this activity is something to keep in mind, I don't think it would be particularly useful for the review class. However, I might be able to adapt it so that students in the cultural conversational class can teach other about the similarities and differences between the customs of their own countries.

8. Introduce something new

The author also states that teachers should introduce new games into the review lesson. Teachers often use games in their lessons throughout the length of the course. Some of these games may be favourites of the students while students may be tired of other games. Either way, students usually grow tired of repetition and may want to do something new. Introducing new activities allows students to use the course content in different ways and has the potential to be more engaging than other activities that the teacher reuses over the length of the course. This was my goal when I did the Kahoot! game last week. I hope that students will be engaged in my review activities and appreciate the Jeopardy game that I have created for them.

Overall, this resource has helped me think of interesting activities that I can include in the final lessons for my practicum and in my future teaching. After reading this resource, I feel like I understand the needs of students a bit better. There is a lot of material that we need to go through for the courses that I taught in for my practicum. This could be overwhelming for many of the students even though the length of the courses is relatively short. I feel more prepared to teach in the review classes and I appreciate the ideas that this resource has provided.



References

Pesce, C. (2013, January 10). 8 Top tips for giving your ESL class a review lesson they'll love [Blog post]. Retrieved from https://busyteacher.org/14406-how-to-teach-review-lesson-esl-class-8-top-tips.html

I completed two more teaching hours on June 21st. I decided to teach vocabulary again this week because I wanted to get more practice. This would help my sponsor teacher assess my teaching ability and to provide me with more feedback about what I did well on and what I need to improve on.

Reflecting on the courses

I think that the teaching that I did for the reading course went better than last time. The biggest obstacle that I encountered was that I had over-prepared. I planned an interactivity where students would be quizzed on the vocabulary from chapters nine and ten. However, I found out that the students had only covered chapter nine and had not yet been introduced to the other vocabulary. My sponsor teacher and I decided it was best to begin the lesson with the interactive activity instead of teaching it at the end of the class. This activity utilized a quiz app called Kahoot!, which I had the students download. There were some students who were familiar with the app and have used it previously in other classes. The competitive aspect seemed to engage most students. As a whole, I think that the activity was a success even though some students became less focused as the activity went on and were distracted by other things.

The rest of the class utilized the materials from the textbook. My sponsor teacher stressed that there is nothing wrong with teaching from the textbook and I wanted to try to incorporate them for the remaining time. Since the students were only familiar with the vocabulary from Chapter nine, I had more vocabulary that I could introduce if we finished the materials for Chapter nine. The vocabulary warm-up activity that I had created for the students went by very quickly and the students found it too easy. So much so, they asked me what they were supposed to do next after they finished finding their classmate with the matching card. I also had students take turns reading sentences in a cloze activity where they chose which vocabulary words belonged in the blanks.

If I were to teach the lesson again, I would further adapt the vocabulary matching activity. Students found the activity much easier than I had expected and adding additional stages to it could help make it more challenging. I don't think that the textbook activities require additional modification, so I would keep those the same. However, I would double check with my sponsor teacher which vocabulary she covered in class so that I would know which to start with and which require me to introduce new materials to the class. This would ensure that I would not add unfamiliar words as part of the quiz activity, especially since it was meant as a review activity and is less suitable for introducing new words. I think that the quiz could also be improved by changing some of the illustrations that I used because a few of them were somewhat ambiguous and may have confused some of the students.

I think that the teaching I did for the cultural conversational class went well. The theme for the class was reasons for meeting with a teacher or an instructor in an academic setting. Since my sponsor teacher has I encouraged me to use the whiteboard more often in my lessons, I made an effort to write down important information like expressions and reasons why students might want to meet with a teacher or an instructor. I tried to write some of the information prior to the start of class so that I would spend less time writing during the lesson. I think that this strategy was helpful because I had more time to talk to the class. Students also seemed more engaged and both the students and I had visual material to refer to. I think that the students completed the printed dialogues in the textbook without much difficulty. However, I think that the dialogue worksheet was somewhat difficult for the students.

I tried to help the students by directing them to look for contextual tools and to use the language on the whiteboard in their scripts. We went over the dialogues as a class after they completed them. I compared what the content of their scripts with the answers that I had prepared and shared other ways that they could have completed the exercise. I wanted to make the materials useful and to fit the needs of the students, so I included more feeling expressions. (e.g. "I feel stupid because...
) I realize that these are not pleasant things to say, but they reflect language that might help students express themselves authentically. For me, the key element that I want to focus on is providing tools for students to use in real life and that goes beyond using positive expressions that are prepared by teachers and curriculum and textbook designers. While I don't want students to think or label themselves as being stupid, they might feel that way when they are under a lot of stress. I think that some students appreciated learning the additional material.

If I were to teach the lesson again, I would spend more time teaching students about context and how to use it to infer the missing information about what the characters in the characters said in the dialogues. I think that some of the students had difficulty knowing what to write and how make the dialogues flow. I would include this topic in a separate lesson and incorporate teaching materials where we would focus on this specific element of conversational texts. Aside from this modification,I cannot think of any other things I would change or add to this lesson.

The second resource that I used this week was a web-based chapter of a book called "Tools and Tips for Using ELT Materials" that was written by Ruth Epstein and Mary Ormiston. The chapter is called "Drills, Dialogues, and Role Plays" and is only available online. It can be found on the webpage for the book on the website for books published by the University of Michigan Press. I chose this resource because I have used a lot of dialogues and roleplays in the lessons I have taught in the cultural conversational class and I was hoping to learn some strategies for making these activities more effective for the students in this class. The chapter includes information about making and adapting dialogues, preparing roleplaying activities that are suitable for students and meeting course objectives. These topics will be discussed below, along with reflections on how these strategies could be utilized in lesson planning for my teaching context.

Dialogues as Language Teaching Material

The authors state that dialogues are activities that are commonly found in ESL textbooks for a variety of linguistic and cultural reasons. They usually present spoken language within a particular context and are used to provide opportunities to practice listening and speaking skills. They are useful for listening to and practicing pronunciation, intonation, and other features of speech. They provide good opportunities to introduce and practice a function, sentence structure, and vocabulary. They can also be used to illustrate degrees of politeness, levels of formality, and the values and attitudes of the target culture. Teachers can also work with their students to analyze written dialogues for these features. The authors suggest that dialogues used for speaking practice should be short so that students remember them. However, teachers can have their students develop longer dialogues to facilitate problem solving and discussion about a topic. Dialogues can be presented in a variety of forms, including standard dialogues, open dialogues, and student-generated dialogues. These forms will be discussed in more detail below.

The textbook that is used in the cultural conversational class has many dialogue activities. These activities are used to practice phrases that are included in the course syllabus and for particular social contexts. Some of these contexts have included celebrations and events, dating, shopping, and restaurants. These social contexts provide opportunities for students to use the information for specific functions like accepting or rejecting invitations, requesting information from work staff, and solving common problems.

I think that the dialogues included in the class textbook achieve their purpose because they help teach students how to converse with other English-speakers in North America. Students learn to express themselves in ways that are polite, appropriate, and reflect the values and attitudes of the target culture. They learn how to identify these features in printed dialogues and how to integrate them into their own practice dialogues. Sometimes I think that the dialogue activities that I use in the classroom might be too challenging; however, the authors of this chapter explain that longer dialogues are useful for facilitating problem solving and discussion. As a result, I think that using dialogues is appropriate because the purposes listed above reflect the outcomes that I am trying to achieve in my lessons.

Standard Printed Dialogues

The authors write that standard printed dialogues usually consist of several short exchanges between two people. They can be useful for introducing common expressions to beginners and providing them with authentic expressions and vocabulary that they can use immediately. They can also be beneficial for EFL students by introducing them to genuine spoken language. The authors state that standard printed dialogues are found in many textbooks but they may not be appropriate for some students and/or teaching contexts. For example, the language used may not sound natural or authentic and may contain too many complex grammatical structures and/or difficult words. As such, teachers may decide to adapt the textbook dialogues to suit a different context or modify them to personalize them to their students' needs and interests. Some of the principles that teachers should keep in mind if they are adapting and/or modifying textbook dialogues include the following:

Use natural language when possible.

Teachers should avoid using a strict question-answer-question sequence and keep  the  dialogues  short  enough  so  that  students  can  easily  remember  them,  but long enough to provide context.

Depict situations in the dialogue that are relevant and useful to the learner..

Teachers should focus on using dialogues that contain settings, situations, and other content that is familiar and meaningful to their students.

Dialogues should reflect students’ level of sophistication and knowledge of the content.

Teachers should avoid oversimplifying the dialogues and present them in a way that reflects the students' language levels and knowledge.

Retain truth value in the dialogues.

The dialogues should not require students to say something in the classroom that they would not say in the “real world.”

Decide on a function for the dialogue.

Teachers should choose a function for the dialogues that reflects the language is used in a particular situation or activity.

Decide on a grammatical or other type of language focus.

Teachers should decide what the dialogues should focus on. The focus could be on a particular social issue or student problem, cultural information, grammar point, or vocabulary.

Use authentic language that is related to the function or situation.

Teachers should choose dialogues that use words, expressions, and idioms that achieve the function of the activity and that students can use when they encounter the situation in real life.

Use realistic language.

Teachers should choose vocabulary that could be realistically used between two people.

Use common language and phrasing.

Teachers should focus on incorporating the most commonly used language for a particular social context, such as conversations between acquaintances, a boss and an employee, a teacher and a parent, or a landlord and tenant.

The dialogues included in the class textbook are usually short and focus on specific types of interactions. They introduce common expressions and the context that they are used in. This presents the expressions in an authentic way and shows students how they can use the target language in situations that they will likely encounter in real life. Students can use the printed dialogues as examples for how to structure their own dialogues. However, sometimes the dialogues presented in the textbook use unfamiliar words and complicated sentence structures or are better-suited for an American context. As such, I might want to modify them before using them in the classroom.

I have tried to keep in mind some of the principles listed above because they are helpful when I try to adapt and/or modify the textbook dialogues. I appreciate the way that the chapters in the class textbook are divided according to different themes because they usually depict situations that are relevant and useful to students. The language used in the printed dialogues and in the course syllabus reflect real language functions and focuses, which helps students learn information about Canadian culture real-life situations within this context. I have tried to avoid assuming that creating dialogues is to difficult for the students in my practicum. I recognize that they have all studied English before taking my class and I have tried to create opportunities for them to apply what they have learned into a new context without over-simplifying the dialogues in the textbook.

Open Dialogues

The authors explain that teachers provide only one half of the dialogue in open dialogues and students create the other half. This type of dialogue allows students to practice responding to conversational cues and produce their own responses. However, it does not help students to practice initiating conversations. Teachers can use several variations of open dialogues should they decide to incorporate them into their lessons. One variation is a cloze activity that provides a controlled dialogue. Teachers provide their students with part of the dialogue but leave blanks that students are asked to fill in. A second variation is an activity where students are asked to incorporate a variety of expressions and vocabulary into their own scripts. A third variation is an activity that incorporates free practice by having students go off-script to create a new dialogue or build upon one that they are given.

I use open dialogues that I use in my lessons for the cultural conversational class. I show the students examples of dialogues where one character asks questions or makes statements that the second character responds to. The authors state that the weakness of this form of dialogue is that students focus on this response and do not have many opportunities to initiate questions. I offset this imbalance by having students create lines for both characters when they create their own dialogues. I also provide them with opportunities to include expressions and vocabulary that I have introduced. They can also work beyond the limitations in the textbook when choosing what should go into their dialogues. They are invited to use other language which can initiate class discussion and learning experiences.

Student-Generated Dialogues

The authors explain that student-generated dialogues are written by the students instead of the teacher. They encourage students to create their own scripts and allow teachers to assess a variety of language skills. Since they are scripted, they do not involve improvisation and the unpredictability of real communication. Student-generated dialogues may be written about a particular subject. Teachers can assist students by guiding them with a topic, picture, language function, sentence form, or idiom to provide them with ideas and build on what they have been learning in the classroom. This type of dialogue is most suitable for beginners and low-intermediate students.

The amount of changes that I have made to the dialogues printed in the textbook have been minimal. Most of script-writing has been done by the students to demonstrate their understanding and to use the language in a way that is meaningful for them. Many of the students are creative and think of examples that were not directly covered in class and some students even add jokes to entertain their classmates. I enjoy hearing student-generated dialogues because it shows that they are engaged and thinking about the content of the lesson and how they can apply what they have learned. It also provides me with opportunities to correct grammar and point out details about what was done well and what they can improve.

Roleplays as Language Teaching Material

The authors describe roleplaying activities as a way of bringing situations from real life into the classroom. They may include plays, dramas, sociodramas, and simulations. Sometimes it can be difficult to distinguish between simulations and roleplaying activities. The authors define simulations as highly-developed roleplays that are not scripted. The teacher sets up a simulated environment and structures the roles and actions around a problem or series of problems. While simple roleplaying activities can focus on a single transaction between actors, simulations may require actors to perform a variety of speeches and activities.

The authors describe several ways that teachers can help their students prepare for roleplaying activities. First, they say that teachers can prepare students by helping them to understand the objectives of the roleplaying activities. These objectives should be based on student needs and the course curriculum. Second, the authors state that teachers should help students to understand why they are participating in the activities and how it will contribute to their learning. The authors argue that once the students understand the purpose of the roleplaying activities that they will become more motivated and willing to complete them. Third, the authors state that teachers should prepare students for the language that they will use in the roleplaying activities. Fourth, the authors state that teachers should play the role of the motivator and be involved in the activity. Teachers can help their students by circulating the groups, providing prompts, helping where needed, and observing and assessing language use. 

Teachers can also prepare their students for roleplaying activities by modeling the activities. This is especially true for students who have never done this type of activity before. Modeling can be done by using materials like pictures, audio or visual recordings, and sample scripts. The authors state that teachers will sometimes underestimate their students' abilities and motivation to write or produce roleplay skits. Even high-beginner level students can write and perform skits. The key point is that teachers should be involved as little as possible in the process after the vocabulary and sentence forms have been introduced. Students can practice doing the activity has been modeled by the teacher. Students can perform the roleplaying activity one their own as they become more familiar and skilled at it. The authors state that the teacher should discuss the results of the activity with their students, as well as the sociolinguistic and cultural aspects.

I would argue that most of the dialogues included in my lesson plans could be categorized as roleplaying activities. The dialogues usually include one authoritative character and one character that represents the student in whatever situation or context that the characters find themselves in. I have not included any plays, dramas, or sociodramas in my lesson plans. However, I have included simulations where students have to complete a verbal transaction and/or decide how to solve a problem in the dialogues that they complete. In these simulations, I introduce the roles included in the dialogue, the language that will be used (e.g. vocabulary and expressions), and the purpose of the dialogue. I first have them read the dialogues in the textbook and have them practice completing sample dialogues with a partner or as a class to prepare them for writing their own dialogues. I will only step in to provide prompts if students are having difficulty or miss an important feature that I want them to include to reach the lesson objectives.

This resource has helped me understand what aspects of dialogues and roleplaying activities I should focus on in my lesson plans. I found that most of the information in this chapter reflects what I already do, which affirms my use of the activities in the classroom. I think that the students understand the reasons behind doing these activities, but I don't know how useful they are to the students when they are outside the classroom. I think that this is something I could discuss with the class in future lessons or further on in my career. Hearing real-life examples might help to engage and motivate the students. It would help me gauge the appropriateness of the activity and the skill levels of my students to determine what I need to focus on to help them improve their English.



References

Epstein, R., & Ormiston, M. (2007). Drills, Dialogues, and Role Plays (Online Chapter). Tools and Tips for Using ELT Materials: A Guide for Teachers. Ann Arbor: University of Michigan Press. Retrieved from https://www.press.umich.edu