Exploiting audioscripts 2

Published on 27th January, 2011 in Teaching Tips by Frances Watkins

Last week’s tip looked at why audioscripts are unique and useful. This week we look at how to encourage students to notice features of language which are contained within them. Any highlighting of language is going to take place after students have listened for comprehension. The ideas here are generally lexically-focused, rather than grammatical or phonological, apart from 1.

1  Ask students to find three examples of XXX, eg grammar (past modals, past continuous, passive, etc) or three expressions that serve the same purpose (eg used at the start of a sentence). They should circle, underline or highlight them and then say them aloud to their partner.

2  Write phrases on the board for students to complete. Write half of the expression, simile, collocation etc, eg I’m ______ exhausted!; ______ dreams!; I slept like a ______ ! Students then read and complete the expressions.

3  With a monolingual class, write the translation on the board. They then locate the English equivalent in the audioscript.

4  Student match the equivalent item from the audioscript to their rough equivalents on the board, eg. That’s a very large and difficult request → That’s a big ask.

5  On the board, write up the target expressions as they are in the audioscript. Students simply locate them and then discuss what they mean in context with their partner.

Once students have found the expressions, it may be appropriate to a) record them b) use them, where possible, eg students insert them into their own sentences or dialogues.

Students could store them individually or as a class. You could keep a class ‘treasure trove’ of audioscript examples of the students’ choice. This could be in the form of a poster in the classroom, or a box serving as a treasure chest. This also provides material for recycling in games.