Most language teachers are likely familiar with the Cloze Test – the omission of specific words in a written passage (every 5th or 9th word, for example) to assess students’ reading comprehension and vocabulary knowledge. I have also found them to be extremely useful to teach listening skills.
When creating your own Cloze Tests, the first step is to find a passage that is at the students’ language level or no more than —as Krashen would advise— i+1 (just ONE above the students’ comprehensible input). The first two sentences and last sentence in the passage should also be kept intact as they give students important background information about the text.
The following steps outline one possible way for instructors to incorporate the Close Test to help students hone their listening skills:
Activate students’ prior knowledge by discussing the topic;
Allow students to listen to the text without reading it;
Introduce the written Cloze passage (no audio) for students to complete on their own;
Double space the text so that students
Write their guesses on the blank spaces;
Have space above their guesses to later make corrections as needed;
Group students to share their vocabulary choices;
Play the recording a second time and ask students to compare their guesses with the audio;
Students should do this on their own first
Then, they should compare and share their answers in their groups;
Play the audio again (twice if necessary) for students to do a final check;
Share the list of correct words with students;
Ask students to discuss their vocabulary choices, including
Parts of speech
Errors and omissions
Give students time to reflect and share with the whole class.
I have found that using the Cloze Test to enhance students’ listening skills gives them more opportunities to make connections between what they hear and what the written word. It also opens opportunities for sharing, practicing pronunciation, and learning from each other.
Can you think of other ways that the Cloze test could be used in the language classroom?
“Why, sometimes I’ve believed as many as six impossible things before breakfast.”
(Carroll, L. 1865. Alice in Wonderland)
I wrote this piece about three years ago, reflecting on an old lesson and the role imagination plays in our ESL curricula. I believe this activity could be modified for an online classroom. If you give it a go, please let me know how it works out!
Last week, I talked about the application Google Earth and explained how it works. Check it out if you haven’t already! Today, I will discuss several possible activities and examples of ways to incorporate Google Earth into your language or immigration classes. Continue reading →
Over the past two years, I have been attending a lot of webinars, presentations, conferences, dialogues and online courses. I’ve also been reading blogs and articles as well as doing presentations and writing blogposts. I’ve gained knowledge and collected remarkable resources. Tools like the ones below can help us design tasks that will engage and motivate our learners.
It is a new year and some of us may need some fresh ideas to add energy, motivation and tasks to our classes. One possible means of accomplishing this is to include relevant project work into the syllabus.
The tools listed below are just that – tools. As the instructor, you can guide the learners to themes as focal points for project content. These free, digital tools include how-to guides, an online example, and orientation blogs for the instructors to read and consider before embarking on a digital venture with their learners.
You may be wondering if you need to send off students with some work over the holidays to make sure they keep practicing. The reality is that everyone wants to feel free for a couple of days! So why not make the practice fun for them?!
Due to COVID students probably are spending most of their time at home, so they may thrive watching fun movies or exploring websites. Here are some fun websites that your students could use to practice their English language skills for free:
If you’re a Twitter user, join the next #CdnELTchat on Tuesday, December 8 with Tanya Cowie co-moderating a chat on intersectionality. Below is a recap of the November 10 chat written by #CdnELTchat moderator Jennifer Chow.
Teachers have always been associated with having a lot of movement in their workplace. The nature of teaching and checking on students always allowed teachers to be ambulant and move around the classroom. However, COVID-19 has sent most ESL teachers home and behind their laptops all day long. Besides physical issues that sedentary behaviour can bring to everyone, it can affect the creativity and eagerness of teachers despite their good intentions. Here are five tips for those at home who feel the pain in their back and knees and want a change!