Page 11 - English for Advanced Secondary Schools Teachers Guide Form Five

English

Role allocation: Assign roles to different students. Consider pairing
the students up or letting them choose their partners depending on the
dynamics of your class.
(e) Practise in pairs: Have the students practise the dialogue in
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pairs. Encourage them to focus on their roles and lines. Move
around the classroom to provide guidance and feedback as
needed.
(f) Group practice: Once the students are comfortable with their
roles, organise group practice sessions. This can help them get
used to speaking in front of others and improve their listening
skills.
(g) Encourage natural conversation: Emphasise the importance of
speaking naturally and using appropriate gestures and facial
expressions. Discuss how tone and body language can convey
meaning.

(h) Provide feedback: After each practice session, offer constructive
feedback to each group or pair. Highlight areas for improvement
in pronunciation, fluency, and overall performance.
(i) Repeat and refine: Ask the students to repeat the dialogue
multiple times. This repetition helps reinforce language
structures and builds self-confidence. However, make sure that
you do not have them repeat it to the point where they lose
interest
(j) Variations and creativity: Encourage the students to add their
twist to the dialogue. This could involve changing some lines
or adding new ones while staying within the context.
(k) Peer assessment: Consider having the students assess each
other’s performance. This can promote peer learning and
provide additional perspectives on their progress.
(l) Final performance: Once the students are comfortable with
the dialogue and have had sufficient practice, arrange for a
final performance. This could be in front of the class or a larger
audience, depending on the level of comfort and the goals of
the activity.

Tanzania Institute of Education (TIE) xi Form Five

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