Dars ishlanmasi Toshkent-202 Types of Speeches and tools for Speaking Length
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Instructions should be: clear short in logical order in imperative sentences NB In order not to sound very harsh, teachers can either use the word ’please’ or use the ‘Can you … ?’ construction. It is also important to check understanding. A good idea is to give an example. Establish that a teacher should use simple language while giving instructions i.e. familiar words and short sentences in the imperative mood. Say that in order to make communication in English lessons successful classroom instructions should be understandable. ☺☺☺(12 min) Divide participants into four groups. Give each group a task to give instructions for the activities below. Give out handout 2 (texts) to groups 1 and 2 and handout 3 (pictures) to groups 3 and 4. Tell participants that these handouts are given to them as a reminder of what the tasks are. NB Make sure participants do not do the tasks, they should think of instructions only. Group 1 – Jigsaw reading Group 3 – Find five differences in two pictures Group 2 – Jigsaw reading Group 4 – Find five differences in two pictures When participants have finished ask groups 1 and 2 to work together and compare their instructions. Groups 3 and 4 should do the same. When groups compare their instructions they should make sure that they are clear, not too wordy, in a logical order and that no step is missing. Activity 2 Analyzing instructions Objective: to help learners to find out the ways of putting clear instructions Time: 35 min Materials: blackboard, board markers, stickers, handouts 4 and 5 Procedure: (2 min)Write on the blackboard an instruction taken from the English class and tell Ss that they are going to analyze the instruction one of the teachers
Simon: ‘So what I would like you to do is this. First of all, I’d like you to imagine you’re a waiter. Well, that’s student A. If you were the waiter what would you do? And student B if you were the customer what would you say? Oh that’s right, guys, you’ll all need to look at the menu. Actually you both will. OK, so you do that and talk together. All right? OK, so what do you have to do? Students:[silence] (13 min)Write the following questions on the blackboard and ask them to give their feedbacks in written form and then share answers. a. Do you think Simon’s instructions are clear and easy to understand? b. Can you improve Simon’s instructions? Rewrite them on a piece of paper. c. What grammar and vocabulary changes did you make to Simon’s instructions? Possible answers: 1 Feedback a. No, they are likely to be difficult for pre intermediate level learners. Simon realises at the end he needs to check his instructions and this is a positive thing. However, his way of checking is asking students to repeat the whole instruction sequence and this is difficult. b. There are many possible ways of rewriting Simon’s instructions. The following example would be easier for students to understand: Simon: OK, student A – you are all waiters. Student B – you are all customers. So who are the waiters? [the A’s raise their hands] And who are the customers? [the Bs raise their hands]Great! All the waiters and all the customers read the menu. Customers - think about what you are going to say. Waiters, think about what you will reply. Now, what will you do first, read the menu or speak? Feedback(cont’d) b. The example in answer b has no grammar and vocabulary associated with an imaginary situation. For example, if you were the waiter …, …imagine … It also has no unnecessary polite language I’d like you to … and it has no redundancies such as I mean…, actually…, guys… After completing the task say when teachers can give clear instructions, learners feel more secure in the lesson. It also means learners can begin tasks more quickly, which increases time for learning. (10 min) Say now they will learn some hints for giving clear instructions and ask to look at each pair of sentences and choose the one that is TRUE from Handout 4.
(10 min) Say, now in the following case they will search some ways of getting instructions in the right order using the handout 5. In class, before you begin giving your instructions, ensure that all the students are looking at and listening to you. It’s important not give out the worksheet too early otherwise you will lose your students attention. Only give out the worksheet once you have finished giving and checking your instructions. Summarise the activity asking the groups how effective the instructions were. Refer to the characteristics of effective instructions on the board. Lіterature 1. Freeman, D (1989). Learning to teach: four instructional patterns in language teaching education. Prospect, 4,2 2. Deller, S. (1990). Lesson from the Learner. Harlow, U.K: Pilgrim Longman Suggested web sites: www.teachingenglish.org.uk www.pearsonlongman.com/ae/ www.developreading.com Glossary
NEGOTIATIONS- try to reach an agreement Lead – in(10 min) Invite volunteer students to the blackboard and ask them playing the role of teacher and to give feedback to a student. Now ask them the following questions; How did teacher start to give feedback? What was the general tone of teacher’s feedback? How do you feel about it as a student? How helpful do you think teacher’s feedback was? Why? Elicit random answers and say that using positive and constructive feedback in the classroom will definitely help to achieve the goals mentioned in the curriculum Activity 1. Article discussion Objective: to give students an opportunity to discuss the thesis “Oral feedback and other types of feedback in the classroom” by Noora Pirhonen Materials: handout 1 Preparation: Write the questions on the board or flipchart before the session starts Time: 20 minutes ►Procedure: (8 min) Say that at the beginning of the session you would like students to talk about the article “Oral feedback and other types of feedback in the classroom”. Tell them by reading this thesis they will be aware the types of oral feedback for futher development. Draw their attention to the questions on the board/flipchart. Ask students to discuss these questions in groups of six after finishing the reading article. 1. Was the article “Oral feedback and other types of feedback in the classroom” informative for you? 2. What are the types of oral feedback? Which of them is a more typical practice in our universities? 3. What is the author’s idea about appropriate using of oral feedback? NB Feel free to ask any other questions which you find pertinent to the needs of a particular participant group. Download 26.35 Kb. Do'stlaringiz bilan baham: 
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