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❑Teaching About Elicit

Depending on the objectives of a lesson, eliciting can be used in a variety of
ways to encourage active participation from students. However, initial input
or stimulus from the teacher is required to get things started. Initial input or
stimulus examples include warm-up questions and visuals, which are
discussed in greater depth later in the article.

Prediction is frequently used in reading instruction. Typically, headlines or
images are used to elicit student ideas. This strategy requires students to
anticipate story elements, key concepts or themes, and vocabulary that are
likely to be encountered. This helps students focus their reading and
generally improves their text comprehension.

Incorporating realia or authentic materials into the classroom can be
accomplished, for example, by displaying current event headlines or
photographs. According to studies, the use of authentic materials in the
classroom makes lessons more meaningful and enables students to make
the connection between the target language and real-world contexts.
Predicting is also an effective strategy for teaching students to use the
target language when describing who, what, where, when, why, and how.
Students can also be asked to elaborate on a text in order to practice
providing additional information. If you have recently covered a lesson on
parts of speech, for instance, you can ask students to add adjectives to
specific nouns or add details to a story.

Retelling a story or passage can also be used to elicit target language. For
example, you can begin by describing techniques for paraphrasing
sentences and summarizing longer passages. For added interest, students
can tell or summarize the story from the perspective of a specific character,
in the first or third person, or even present the story as a TV news report.
Another method of reviewing a text is to divide students into two groups
and have them quiz each other using questions they've created themselves.
Alternately, you can divide the students into smaller groups and use book
discussions to elicit the target language. In these sessions, you can ask
students to share new vocabulary words they've learned from the text, as
well as their thoughts, opinions, and emotions about what they've read.

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