Speaking Activities for the Classroom
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apeaking activities
- Bu sahifa navigatsiya:
- Compiled by David Holmes
- To the Teacher
- Chapter One : Warm-up Activities
- Introductions
- Twenty Questions for the Teacher
- Remembering Introductions
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Preface :
To The Teacher Chapter One : Warm-up Activities
Chapter Two : Words, Phrases and Sentences Chapter Three : Grammar and Speaking
Chapter Four : Interactive Role-Play Chapter Five : Traveling and Touring
Chapter Six : Finding the Right Words Chapter Seven : Fables, Tales and Stories
Chapter Eight : Talking Tasks Chapter Nine : A Bit of Business
Chapter Ten : Pronunciation Chapter Eleven : How to Improve Your Diction
Chapter Twelve : Sound and Rhythm Chapter Thirteen : More Pronunciation Practice
Chapter Fourteen : Curriculum Development . . . . . . 4
The materials in this text were compiled over a period of ten years, in Thailand from 1993 to 2003, while I was teaching at The Faculty of Arts at Chulalongkorn University and later at the Department of Language at KMUTT. I started a file of speaking activities because there were too many tasks and ideas to keep in my head, and I wanted to be able to access them when I needed them in the future. Eventually, the file grew thicker and thicker, until it was big enough to become a book. The speaking activities in this text come from a variety of sources: A lot of the tasks sprang from my own imagination, stimulating me to go into the classroom, feeling motivated by the freshness that accompanies a new inspiration and being eager to share it with my students. This could be compared to cooking on impulse rather than following a set recipe. I got many additional ideas from talking to fellow- teachers about what worked for them in their classes. I even picked up some good examples from the handouts of various courses that I was required to teach, all of which taught me a lot of time-proven tricks that almost always work. Curiously, when I told my Chula students that I was compiling a collection of speaking tasks for publication, they responded by getting involved and suggesting ideas of their own. I would often divide the class into groups of five students and tell them to make up a dramatic scene or dialogue or game, or whatever else they wanted to try, and come back and perform it in the next class. Many of these activities were effective learning tools and have been included in the book. For many years, I also facilitated English programs for Arthur Andersen, SGV Na Thalang, KPMG, Yontrakit Group, Amari Group, and Bank of Ayuddya, TOT, DEP and TAT, and other organizations, in Thailand, for which I had to keep creating new materials, so that it has become second nature for me develop speaking activities for the classroom. One final thing that I would like to add is that, at KMUTT, I learned a great deal about student-centered, self-access, task-based learning, and curriculum development, working with Richard Watson Todd of the Faculty of Applied Linguistics, so it follows that much of what you see in this book also illustrates the Theory and Practice of Curriculum Development as it was being created at that time in the International Program at KMUTT.
David Holmes Bangkok, 2003 5
This is a book for teachers and students who wish to create a classroom environment enjoyable for both students and teachers. With this idea in mind, I am going to summarize some prefatory comments I made at the opening of a Task-Based Learning and Curriculum Conference held at KMUTT in the year 2000.
We began with the question, “Who is the most important person in the classroom?”, and answered, “The student is the most important person, because the university and the teacher are there to serve the student’s need to learn, just as the hospital is there to treat the patients, or the police to protect the security of the citizens.”
Ironically, however, institutions can end up serving the purposes of those who run them so an imbalance is created that downplays the rights of those to be served. Teachers should always remember this and try to look at their classes from the student’s point of view. In short, we need to do what the students need and not make them do what we need. Unfortunately, until the end of the twentieth century, classrooms in Thailand, and elsewhere throughout the world, were teacher- dominated and teacher-centered. This is changing now, which is why the title of my talk at the conference was, “Good Morning Class, Welcome to the Twenty-first Century.”
Let’s look at what students of English as a foreign language need. First of all, they need to develop the four basic skills of listening, speaking, reading and writing, but they also need to practice in such skills in a way that makes them : • Think independently • Be creative • Follow their inspiration and interest • Learn what they want to know • Learn how to find information • Learn to do their own research • Learn to report their findings • Learn to present their ideas to others • Learn to communicate conclusions • Learn to take pride in their achievements • Learn to develop personal responsibility • And how to continue to develop said skills, 6 in a way that will make them successful in their careers and lives. “Learn” is something the student does for him/herself, while “Teach” is something the teacher does to the students. Nowadays in this age of progress the teacher has to come down from his pedestal at the front of the room to interact with the individuals in the class, “on the level” to use and English idiom. What should happen, then, is that they become partners in progress, and the students should show greater willingness to participate if they feel it is their class rather than the teacher’s. The teacher should not have sole-ownership of the class. Instead, it should be a joint-venture in which the teacher helps the students in a constructive way to learn what they feel they need.
This is certainly better than the old way of : • Memorizing lists of facts • Making ticks on multiple Choice sheets • Following orders like cadets • Showing no independence and • No ability to think for themselves • No ability to share in decision-making and • No experience in sharing responsibility
Instead of looking down on your students from a position of authority, you should look at your students as the hope of the future. The new generation does not want to become a bunch of little robots, that are trained to follow orders and just do as they are told. They will obviously want to participate in the process life and social change in a constructive way.
Before that can happen, teachers must change from being bureaucratic dictators to becoming benevolent helpers. The problem is that this will take courage. I don’t know how many times I have been told : • Follow the course syllabus exactly. • Do only exercises in the prescribed text. • Follow orders with no exception. • Don’t change anything. • Don’t do anything different. • Don’t try to be creative. • Don’t think for yourself. • Don’t do anything based on your own experience. • Follow the department traditions.
7 • Follow bureaucratic procedures. • Don’t break the rules. • Don’t deviate from the norm. • Do things the way that we’ve been doing them for the last forty years. • Remember that we are a highly respected institution and that we are expected to adhere to traditional standards.
What are teachers to do against being ordered about, in this way, like a bunch of pre-programmed automatons, within an out-dated system? The answer is to create a Task-Based Curriculum. The answer is to throw out the rulebook and start over. We should sit down in our departments and hammer out a new, task-based curriculum more-suited to the needs of present day society, based on activities that encourage independent development.
The cornerstones of student-centered learning are as follows : • Task-based learning means helping the students choose a job that they want to do and then let them go out and do it, individually, on their own or within peer-learning a group. • Student-centered learning means allowing the students the freedom to work on topics of their own choosing, within reasonable guidelines, in accordance with the body of knowledge. • Self-access learning means letting the students go out and find their own information on their topics from anywhere they can, such as the Internet, books, journals, magazines, newspapers, interviews, and etc. • Group Activities means allowing the students to form groups of four or five in which they will share the responsibility of getting-the-job-done and of doing the planning, preparation and presentation of their accumulated information as a team, each with an assigned task to fulfill, so they can learn from working with others and from the constructive comments the teacher makes in helping them through the steps of the process.
In such a process, the teacher is seldom at the front of the room, but usually mingling with the students, going from group to group, answering questions and encouraging progress as he/she goes. This way, the teacher has a better opportunity of talking with each individual student about his/her part of the job/task and the student benefits from talking with a native speaker in an informal, up-close manner while getting guidance along the way.
8 The sad thing about our conference on curriculum development at KMUTT was that, although teacher-participants from all over the country were enthusiastic about having been shown new ways of helping students help them selves, they said they would be going back to their jobs in schools where the syllabus was still set in cement, and that they were helpless to do anything to change it. What are we to do about this? The answer is, “Don’t just survive. Dare to be alive!”
Teachers are often a very complicated lot to deal with because they can seldom agree on anything. There will always be those who resist any kind of change because they already feel comfortable with the way things are, and there will always be those who take a conservative stance and want to go back to the old way of doing things where they feel in control. What will probably have to happen is that as the old generation goes into retirement, the new generation of teachers will find it easier to catch up with educators in the rest of the world which, especially through the Internet, is becoming a global village.
A frequently asked question is, “Does curriculum reform mean that the teacher withdraws into the background and let’s the students do whatever they want? The answer is, “No, in both cases.” In the first instance, the teacher is approaching closer to the students rather than losing contact, and in the second instance, once the students have focused on a task to do, they will have a lot of questions about how to do it. This means that the students will have a motive to approach the teacher and ask for assistance. Self-access teaching is not a walk in the park. On the contrary it keeps everyone busy all of the time, especially the teacher who will find that, instead of giving the same old lecture over and over, he will be facing a new challenge every few minutes.
In conclusion, I would like to add three final points. One is that, far from becoming a silent partner, the teacher should always be speaking to someone, with others listening, and it is of the utmost importance that the students have a role model to follow to help them speak and pronounce words, phrases and sentences in English. The first place to start learning a language is to hear it spoken, preferably in an up-close context by a native speaker. The next thing I want to emphasize is that the task sheets in this book are designed as speaking activities for the classroom so somebody or everybody should be speaking at all times. The final point is that, especially in the pronunciation exercises at the end of the book, it is very important for the students to hear the teacher pronounce the examples in the text so that they can repeat what they hear, individually or in groups, in order to get the sounds right and develop a better accent and sound more like a native speaker. 9
This first chapter starts with some lower intermediate classroom activities that can help the teacher and the students to get to know one-another, in an easy and relaxed atmosphere.
There are two types of tasks proceeding in series. on alternate pages : The first type is based on having the students interviewing one-another and asking questions, so that there is an independent dialogue between class members, with a minimum of interruption and supervision by the teacher.
The second type is based on easy games and speaking tasks that should not be seen as threatening to the students and that should help to ease them into talking in programmed, student-centered exercises.
In the first type of task, after some initial introductions, all the students will be asked to stand up and walk around the room, in an open, empty space, pushing their chairs to the side, where necessary, and speaking and getting information from as many different people in the room as possible. They may also ask the teacher to answer any of the questions that they find on their handout sheets. The main strategy of these interview tasks is to have the students find answers to the various questions, using the various verb tenses, without consciously realizing that they are also practicing grammar. The teacher should, however, not just give them the sheets and let stand up and start talking, because they would certainly use the wrong grammar and verb forms. Therefore, in the first stage of this exercise, the students should be asked to formulate and jot down each one of their questions, so they can read them out to the teacher who can check to see if the verb forms are correct. In other words, only after they have got the questions straight, is it time to have them stand up and walk and talk.
The second type of task consists of a series of tried, true and tested fun activities, playing easy games that will almost certainly work for both the teacher and the students on this level. There is enough variety so that the teacher can pick and choose which sheets he/she thinks are most appropriate for the group, depending on interest, skills and ability. The teacher may find that this chapter is too easy and search further into the book to find more appropriate materials. In general, the tasks gradually become more difficult, the text proceeds, chapter by chapter, from lower intermediate to intermediate and then to upper intermediate and, finally to advanced levels that will really help to improve students’ comprehension and pronunciation skills.
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Since this is a speaking class the teacher should begin by telling his students something about him or herself, for example, the teacher’s name, his/her place of birth, qualifications and experience, what he/she as teacher expects students to do and to get from the class, followed by some guidelines on how student performance will be evaluated. Often, classes may begin with everyone standing up and introducing him/herself. This is a bit abrupt, however, and the activity below works better : Getting to Know You Interview Start with an activity to introduce the people in the class to each other as a warm-up task. Put the students in pairs, in two rows of chairs opposite one another, and have them interview each other in English, taking-down notes, following the guideline below. When the interviewing is finished, each student stands up and introduces his/her partner to the class in no more than two to three minutes. When the first pair have finished, go to the next pair and so on.
I would like to introduce you to my friend ........... whose nickname is ...........” Name
Nickname Birth Date Place of birth Family members Education Skills
Hobbies Other interests Job experience Sports
Prizes/Awards Travel experience What makes this person unique?
As SDS are speaking, the teacher should keep correcting their grammar. For example, “He was born on the tenth of April in Bangkok.” Or “She graduated from Chula with a degree in English.” The mistakes will be almost all the same, so by the time the students near the end of the activity, these mistakes will be repeated less frequently. 11
If there are twenty students in the class, get them to put their chairs in a circle. Then, ask each student to take a sheet of A4 paper and write the numbers from 1-20 down the left-hand margin and write a list of 20 questions to ask the teacher.Next to the number one (1) each student must write one question as illustrated below. When the student has written the first question, he/she passes the sheet to the person on the right, who in turn writes a different question after the number (2) two, and so on all around the circle, until every student has written 20 different questions. For example,
1. What is your name? 2. Where do you come from? 3. Do you like football? 4. 5.
6. 7.
8. 9.
10. 11.
12. 13.
14. 15.
16. 17.
18. 19.
20.
When the students are finished writing their questions, and their sheets have gone around the circle, and finally come back to their owners, then, the student may go around once more and ask the teacher any question that is listed on the sheet. Nobody should repeat a question that has already been used. First, the students will ask a question, then, the teacher will answer it. If there is any grammar mistake in the question, the teacher can correct it, repeating the question correctly and answering in clear and simple language that everyone can understand. 12
Another way for a group to get acquainted and have a good laugh at the same time is to put about fourteen students in a circle and have them speak in the following pattern, each one remembering and repeating what was said before and then adding his/her own new information.
The first one says, “Hello, my name is Pom. My major is English and my minor is French.”
The second one says, “Hello, this is Pom. Her major is English and her minor is French. My name is Da. My major is Drama and my minor is English.”
The third one says, “Hello, this is Pom. Her major is English and her minor is French,. and this is Da. Her major is Drama and her minor is English, and my name is Pen. My major is English and my minor is Spanish.” And so on and so on until they have gone around the full circle With no one forgetting and no one becoming confused.
Or if they do forget and get confused, just stop at that place in the circle and start over again, beginning with the next person and continuing in the same way until they have gone all the way around the group.
Then, when the above task has been completed successfully, you might mix up the seating plan by getting everyone to change chairs and then continue speaking the round of introductions until it is again fully completed. Another alternative to this game is to change the wording, as for example in
“Hello, my name is Archibald Mellors. I am the Trade Representative at the British Embassy.” Or “Hello, my name is Dale Wallace. I am an Accounting Manager at Price Waterhouse Coopers.” This looks a little hard but the students can do it.
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