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ITTT notes on unit 12 These are my notes on Unit 12. I hope they have helped me in my learning process. PRODUCTION SKILLS SPEAKING WRITING BOTH USE SAME PURPOSE: to communicate Writing is often sent as homework and therefore the skill is underdeveloped. Writing should not be ignored. In many ways writing is the more difficult skill. When speaking any misunderstanding can be cleared up, which is not possible with writing. Speaking requires a greater degree of fluency as the speaker will rarely have time to think and plan an answer. Speaking is for one of the following reasons: *they have a purpose *they want to say something *they want to listen to something *they are interested in what is being said The teacher needs to bring in a number of the above factors for success. If the students don't see the point in something, they're far less likely to want to participate !! WHAT IS THE DIFFERENCE BETWEEN ACCURACY AND FLUENCY ACTIVITIES *ACCURACY IS PART OF THE STUDY PHASE *concentrate on producing correct language. Such activities are controlled to ensure accuracy. *FLUENCY IS USUALLY PART OF THE ACITVATE PHASE CONCENTRATES on allowing the student to experiment and be creative. We are less concerned with accuracy and more concerned with the effectiveness
and flow of speech. WHICH IS MORE IMPORTANT?? THEY CARRY EQUAL IMPORTANCE accuracy activities will check that the students can understand and use the language in a controlled way before being expected to try to use it creatively. SPEAKING ACTIVITIES IN THE CLASSROOM :language controlled by teacher CONTROLLED ACTIVITIES *drilling (choral and indiv. Listening to and repeating teachers model. *Repeat each exercise 3 times, call on 3 different individuals by name. *Prompting (pre-planned question and answer is the most obvious example GUIDED ACTIVITIES: ACCURACY BASED BUT A LITTLE MORE CREATIVE AND PRODUCTIVE: The output is controlled by the teacher but the exact language isn't *Model dialogues *Guided role-play CREATIVE COMMUNICATION: Fluency based activities. The scenario is created by the teacher, but the content of language is not *free role play *discussions information gap fill- students have different pieces of info and they have to share this to complete the picture or solve the task *Debates *Simulations *communication games ENCOURAGING STUDENTS TO SPEAK: many seem shy. This can be for any or the reasons below or more. *lack of confidence *fear of making mistakes *peer intimidation *lack of interest
*previous learning experiences *cultural reasons The teacher must try to overcome these and get the student to interact. Aim to creat a comfortable atmosphere where one is not afraid to speak and can enjoy talking with the teacher and students TECHIQUES TO ENCOURAGE INTERACTION: *pair work *group work *plenty of controlled and guided practice before fluency activities *make speaking activities purposeful, create the need to communicate *change the classroom dynamics *careful planning *with certain activities you need to allow more time to think about what they will say. TYPICAL FREE CREATIVE SPEAKING ACTIVITY LESSON: objective--students to use the language of weather and weather forecasts. ENGAGE: Ask the students about the weather in their countries and discuss how it changes through the year. Discuss weather variations in other countries. As if they know what a weather forecast is? Where can they find one? STUDY: Have the students give you weather forecast vocabulary and complete various matching and gap fill exercises. ACTIVATE: Students write a country (not their own) and a month of the year on a card. (this activity is done in pairs). Teacher collects the cards and re-distributes them to different
students. The pair then is to prepare a typical weather forecast for the country on the card that they now have, for the time of year on their new card. GUIDELINES FOR A FREE/CREATIVE SPEAKING ACTIVITY: BEFORE THE LESSON: *decide on your aims, what to do and why *try to predict what the students will bring to the activity and any problems that might develop. *will they have something to speak of? *Are they capable of doing the work successfully? *Do they have the necessary language? *will the students find the activity interesting, useful , fun? *Work out how long the activity will take and make it fit within your timeframe *prepare any necessary materials *work out your instructions. DURING THE ACTIVITY: *Arouse the students interest by using visuals, a short lead in talk, a newspaper headline....Try to relate the topic to the students and their interests *Remind the students of any structures or vocab that is useful. Put and leave them on the board. *Set up the activity so that the students know the alim and what they are to do. Give CLEAR instructions and check to see that they understand. *Make sure the students have enough time to prepare, perhaps in pairs, BEFORE asking
them to tackle the main activity *make the activity more “PROCESSED' BASED rather than PRODUCT. By encouraging rehearsal, esp with role plays *Monitor the activity: do not interrupt except to provide help and encouragement if necessary, try to keep a low profile.. Watch the pace, do not drag, leave time for feedback. *Evaluate the activity and students performance in order to provide feeback later, but WAIT UNTIL THE ACTIVITY IS FINISHED BEFORE CORRECTING. Don't over-correct. Free speaking activities are concerned with fluency more than accuracy AFTER THE ACTIVITY: provide feedback *indicate how well the class communicated. Comment on how fluent each was, how well they argued as a group,....etc. Focus on good points not on bad. *Try recording the activity and playing it back for discussion. Focus on improvements not mistakes. If it has been taped they can be asked to do a rough version first, then discuss improvements and then re-record it again. *Note any recurrent errors in grammar, pronunciation and use of vocab. Individual mistakes might be discussed in private and you can discuss remedial work for correction *Mistakes which are COMMON to the
class can be mentioned and then practiced another day. You must prepare a lesson that deals specifically with this issue ------------------------------------------------------------ WRITTING SKILLS: written text has a number of differences in grammar (contracted forms in speaking), vocabulary (more formal ), and spelling, handwriting, layout and punctuation. BUT THERE ARE FACTORS THAT ARE THE SAME. HANDWRITING”: students from other cultures often don't have the same alphabetical system as english and writing is therefore a challenge. While it is a personal issue, poor handwriting may influence in a negative way, so improvement should be encouraged. SPELLING: incorrect spelling creats misunderstandings and is often perceived as lack of education. Spelling in English is often difficult. A single sound in English can be written different ways BECAUSE ENGLISH IS NOT A PHONETIC LANGUAGE. We need to show the students the different ways of pronouncing the same letters and give them exercises to discover spelling rules. Differences between British and English spelling is one more difficulty, and the new language of the internet has twisted english into many new shapes. THE BEST WAY TO HELP IS THROUGH EXTENSIVE READING LAYOUT
AND PUNCTUATION: This can present major problems. Some languages have not punctuation, some read from right to left or up and down, and others are not even separated by spaces at all. Punctuation is often a matter of personal choice, but the wrong punctuation can lead to awkward writing. To help students learn the different layout they need to see business -vs- email punctuation After a written assignment is done HAVE THE STUDENT CHECK HIS WORK OVER FOR proper grammar, vocab, usage, spelling and style. THIS REQUIRES PLANNING TIME FOR WRITTEN WORK. CREATIVE WRITING: many of the same principles apply to writing as to speaking activities. Creative writing should be encouraged, as it engages the student and creates a sense of pride in the finished work. Try Poetry, Stories, and Plays. In class they can work in groups at this writing practice. A TYPICAL CREATIVE WRITING ACTIVITY LESSON: The objective is to use Language for completing speech bubbles in cartoons and produce a story either as a pair or individually. ENGAGE: show a picture from a newspaper or mag without any text. Ask students to think of what to say about what is happening along with what happened before and after what they see in the picture. STUDY: show a sample of a cartoon with speech
bubbles and boxes at the bottom for descriptions and action.... Get ideas from the class ( there is already speech written with this cartoon.) Get students to explain the differences. Give each pair a comic strip that has either the speech bubbles or the commentary removed and have them give ideas verbally for what to put into the blanks. ACTIVATE: get together enough cartoon strips with a minimun of 5 boxes to give to each pair of students. Remove both the dialogue AND the descriptions cut and paste the strips into vetical sequence of 5 pictures. Draw a dotted line between each set of pictures. Demo with the students that they will fill in the missing info for PICTURE ONE ONLY. Then fold the paper so that # 1 is not visible. Pass the paper to the next pair and have them complete ONE picture.. Get each pair to read out its sheet to the class. ------------------------------------------------------ GAMES IN THE CLASSROOM: an activity with rules, a goal and an element of fun. Many games can be adapted to language teaching. There are 2 kinds of games: competitive co-operative communicative linguistic Games are popular with children, teenagers and adults alike. They should be part of the syllabus as they provide useful controlled
practice and free practice material. Look at the games list and see how many you can find that can be used to teach english. *twenty questions *noughts and crosses *Hangman *Twister *clue *snakes/chutes and ladders *connect 4 *Mime/charades *Jeopardy *Crosswords *tongue twisters *Pictionary
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