Recently I’ve enjoyed reading various blogs / blog posts on putting Dogme or materials light teaching into practice in the ELT classroom. See the excellent An Experiment with Dogme, ELT Reflections, and Language Moments, for example.
As Thornbury writes in his A to Z blog, Dogme is all about “teaching that focuses on emergent language.” What this means is, rather than walking into the classroom with a pile handouts and predetermined set of activities “to do”, or language areas “to cover”, we work with the language the naturally results from classroom talk.
Spurred on by the excellent blogs and posts that I mention above, here are 3 staples of my classroom teaching over the years that seem to fit in with the spirit of a Dogme approach to ELT.
N.B. I do not claim to have invented these activities, they all come from, or are adapted from, published teaching resources.
4, 3, 2 Presentations
Basically, students prepare a 3 minute talk on a topic of their choice. In the first round they give their talks in four minutes to each other. Students then change partners and give their talks in three minutes to their new partner. In the final round, students switch partners again and repeat their presentation, but this time in just two minutes. The idea of all this being, of course, that it boosts fluency and automaticity as students get the chance to repeat their talks.
Variations / adaptations are infinite – students can be given specific lexis / chunks to use in their talks, and can be asked to tick of lexis / chunks as they hear them. A really fun one that was suggested to me the other day by my colleague Mike Rowley for higher levels, is to have specific pieces of languages to be used but also to have the listener interrupt and try to stop the speaker getting his or her message out.
15 Minutes of Today
This is nice for intermediate + learners and above. Each student thinks of a specific 15 minute period of their day and then writes down 20 things that they did during those 15 minutes. The teacher helps out here pushing students to break activities such as making a cup of coffee or checking email down into its individual actions (“I filled the kettle”, “I took a spoon form the drawer”, for example). Once students have their list of 20 activities, they read six of them randomly to their partner. Based on those six, the partner has to guess another six actions / processes from their partner’s list (e.g. “Did you boil some water?”). In a business English context, this work really well as generates a need for quite specific lexis for processes and work tasks.
Collaborative Emails Error Correction Task
This small group writing task works really well with classes of 8 to 16 business English students and in classrooms where there is a large board. You start by asking groups to think of a work problem that they can all identify with (for example, server problems, or low staffing levels) and then ask to state specifically what the problem is and who they would address this problem to. The teacher then divides the board into sections according to how many groups there are. Groups are then given time to plan and write their emails on their section of the board. Once they are done, the other groups are invited to come make any changes that they feel appropriate to the other group’s emails. This correction stage typically provokes a lot of discussion and generates a lot of language work.
Here are some resources that have helped me teach “materials light” over the years: Mario Rinvolucri’s Grammar Games and More Grammar Games is a must for so many imaginative classroom activities; Friederike Klippel’s Keep Talking has a load of good ideas; as does, of course, Thornbury’s How to Teach Speaking. And last but not least, the Humanising Language Teaching online magazine, which, while not the most user friendly website, is well worth exploring.