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1. What are the two productive skills? Speaking & Writing
2. Give a brief description of the differences between Accuracy and Fluency activities.
Accuracy activities is conducted in the Study phase and the activities are guided and controlled eg. Drilling,
Fluency activities is conducted in the Activity phase and the students are allowed to be creative and experiment with language eg free role play, discussions. .
3. List 5 different speaking activities, giving an example activity of your own for each.
o Free role play
o Discussions on clothes, sports
o Debates on abortions, climate change
o Communication games like card pieces, blindfold game,
o Telling short stories.
4. Give examples of ways that the teacher can encourage students to speak and interact during a lesson.
Pair work, group work, change the classroom dynamics, careful planning.
5. List five ways, with short explanations, that a teacher can generate interest in a topic.
a. Use of pictures, magazines and films to emphasis on topics like clothes, celebrities, houses etc. to encourage active participation of students.
b. Ice breaking activities like finding 10 things in common, card games,
c. Role play games: Role playing is an effective way to demonstrate effective and ineffective verbal communication. Have two people volunteer for the demonstration. Provide the volunteers with a scenario that requires interpersonal communication. Advise them to use verbal barriers in the scenario such as loud noise, high emotions and poor listening skills. After the scenario plays out for a short time, stop the pair and have the audience evaluate it. Have the volunteers take the audience's critique and apply it to the same scenario. The two volunteers can role play again, this time demonstrating more effective communication.
d. Word description: This activity requires the participants to divide into pairs. One of the participants is given a word that they need to describe to their partner. Under the word that needs to be described is a list of five words the person cannot use in his description. For example, if the word that is being described is “coffee,” the five most common words can be listed under the word such as “black,” “drink,” “cream,” “sugar” “hot.” The person describing the word will have to use his verbal skills to get his partner to understand the word without using common words.
e. Objectives: Objective games can be used to teach verbal communication skills. An objective game takes a group of people, provides them with an objective to accomplish and then adds a difficulty to the objective to cause the group to work together. For example, direct the group to line themselves up in order of birth date from oldest to youngest--without using a known language to communicate. They will have to find other ways to communicate and accomplish the task. These types of games will encourage teamwork and both verbal and nonverbal communication skills.
Teacher: Susan Observer: Date and time:
Class Level: Intermediate Room: Expected number of students: 8
Language point: Weather
Teaching aids: Whiteboard, worksheets
Learner objectives: For the students to be able to
Learn to talk about the weather in other countries
Personal aims: Give students more time to discuss in pairs after a listening activity before feedback.
Anticipated problems for students:
Understanding of the instructions Anticipated problems for teacher: Students will not be familiar with the words
Use of worksheets on the words and a worksheet on understanding Solutions:
Provide prompts and examples if necessary.
Procedure Phase Timing Interaction
Brief class discussion about weather variations in other countries. Ask about weather forecasts. Engage 10 mins T-S
Elicit vocabulary from the students about weather forecast and write them on the board. Study 5 mins T-S
Complete matching and gap fill exercises. 5 mins S - S
Students write a country on cards in pairs. Collect to redistribute to another pair. Activate 5 mins
In pairs students create their own weather forecast for the country on the card they now have at that time of the year. 15 mins S - S
7. What additional issues does the teacher have to consider for a Writing activity?
- Differences in grammar,
- more formal vocabulary,
- spelling: some words are written the same but pronounced differently (read, read).
- Handwriting: Native language is different alphabetical system from English
- Layout & punctuation: Require planning time for written work.
8. Think of five traditional games that could be adapted for the classroom and details of how you would use them.
- Snakes & Ladders: is played between two or more players on a gameboard having numbered, gridded squares. A number of "ladders" and "snakes" are pictured on the board, each connecting two specific board squares. The object of the game is to navigate one's game piece, according to dice rolls, from the start (bottom square) to the finish (top square), helped or hindered by ladders and snakes respectively.
- Charades: A single person would act out each syllable of a word or phrase in order, followed by the whole phrase together, while the rest of the group guessed. A variant was to have teams who acted scenes out together while the others guessed. Today, it is common to require the actors to mime their hints without using any spoken words, which requires some conventional gestures. Puns and visual puns were and remain common.
- A Crossword is a word puzzle that usually takes the form of a square or a rectangular grid of white-and black-shaded squares. The game's goal is to fill the white squares with letters, forming words or phrases, by solving clues, which lead to the answers. In languages that are written left-to-right, the answer words and phrases are placed in the grid from left to right and from top to bottom. The shaded squares are used to separate the words or phrases.
- Pictionary: is a charades-inspired word-guessing game. The game is played with teams of players trying to identify specific words from their teammates.