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16-18 Staff Retreat - Kuronekosan's Last with SHSS

16-18 Staff Retreat - Kuronekosan's Last with SHSS

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  • 1. LESSON STUDYPLT Project 2011ENGLISH LANGUAGEDEPARTMENT CLARITY AND ACCURACY IN ORAL COMMUNICATION
  • 2. OUR PLT MEMBERS Mrs Grace Toh – Group Leader Mr Yeo Yam Hwee – Conceptualization Miss Tan Mei Shan – Facilitator for 2G (LS Round 1)Mrs Calais Wong Yim Nam – Facilitator for 2B (LS Round 2) Miss Jaclyn – Trainee Teacher/Helper Miss Nida – Trainee Teacher/Helper Miss Mavis Ho – Trainee Teacher/Helper Miss Tan Seok Cheng – Member Miss Vanessa Cai – Member
  • 3. OUR BIG IDEACOMMUNICATION iskey to mouldingeffective human relationships.
  • 4. OUR SPECIFIC OBJECTIVE Students to useproper English todescribe things to one another.
  • 5. Tie-in with Paper 3 Oral Communication Part Two: PICTUREDISCUSSION
  • 6. PRACTICAL CONSIDERATIONS1. PAPER 3 ORAL COMMUNICATION: Examination Weightage is crucial (20%)2. FOCUS: PICTURE DISCUSSION3. EMPHASIS: TRIGGERING LEARNERS’ AWARENESS OF CLARITY AND ACCURACY IN ORAL COMMUNICATION
  • 7. Tie-in with Paper 3 Oral Communication Picture Discussion involves the skills of Description Explanation Interpretationbased on current examination mark scheme.
  • 8. OUR FOCUS IN THIS LESSON STUDY PROJECT:TO CREATE UNDERSTANDING ANDAPPRECIATION OF THE SKILL OF DESCRIBINGUSING PROPER ENGLISH IN ORALCOMMUNICATION.
  • 9. THIS IS OUR SCOPE AND ALSOTHE LIMITATION OF OURPROJECT IN 2011.
  • 10. We believe that the ability to DESCRIBE helps the student to say thingsclearly and in detail. From here, the facilitator and the learners may thenproceed to cultivate skills in EXPLANATION and then INTERPRETATION.We also believe in the logical progression of acquisition of skills:DESCRIPTION EXPLANATION INTERPRETATION.
  • 11. THE SUCCESSFUL EXECUTION OF OUR TWO ROUNDSOF LESSON STUDYTHIS TIME ON “DESCRIPTION” GIVESUS THE OPPORTUNITY TO MOVEON TO EXPLORETEACHING-LEARNING METHODOLOGIES ON“EXPLANATION” AND “INTERPRETATION”.
  • 12. LITERATURE REVIEWResource from Arnold, pg 35,51,56, 60, 99, chapt 3 of the book, Oral Skills: Resources and Proposals for the Classroom Students need to have a strong database of Englishvocabulary and grammar to be able to describeelaborately of a picture. Students developed anawareness of the need to speak intelligibly andconfidently in Arnold’s research. One of thestudents’ coping strategies was to use their mothertongue in their speech. Rather than viewing thestudents’ use of mother tongue as a failure ininteraction, it actually enabled them to support andsustain their interaction with others.
  • 13. LITERATURE REVIEWResource from Arnold, pg 35,51,56, 60, 99, chapt 3 of the book, Oral Skills: Resources and Proposals for the ClassroomThe use of MT helps them to clarify and constructcollaborative scaffolding. This was observed in ourown 2B and 2G students in their use of MT in theirattempts to describe appropriately. Research oncollaborative learning on students’ part informs us ofthe need to help student learners to be moregrammatically and pragmatically accurate. Our 2Band 2G students also see the need to describe clearlyand accurately in order for their partners tounderstand and comprehend their intended meaning.
  • 14. LITERATURE REVIEWScott Thornbury’s training in instructional conversation , pg 95 of the bookLanguage in Language Teacher Education‘Students tend to speak very little during lessons andteachers speak 89% of the time. Even when studentsare speaking, the conversation present is between astudent and the teacher and is of IRF ( initiate, responseand feedback ). Initiation and feedback were providedby teachers while the only time students speak out isgiving responses to the teachers’ question. Suchinteractions are teacher-led and teacher-dominated. Inturn, students are only limited to providing shortanswers which require less critical thinking and hence,utilize less vocabulary and grammar. It is felt that it isbetter to encourage students to direct their own speechconversation than for teachers to direct them.’
  • 15. Our Lesson Study is entitled: SAME ORDIFFERENT?
  • 16. TIME LINECONCEPTION AND RESOURCE PREPARATION:TERM 1LESSON STUDY FIRST ROUND:TERM 1LESSON STUDY SECOND ROUND:TERM 2POST LESSON STUDY DISCUSSION:TERM 3 AND TERM 4
  • 17. WORK FLOWConceptualisation and resource preparationsLesson Study – Round 1 – Secondary 2G [Exp][a] Pretest Session[b] Lesson Study: Same or Different?[c] Post Test Session[d] Review of approach and resourcesLesson Study – Round 2 – Secondary 2B [NA][a] Pre-teaching Session[b] Pretest Session[c] Lesson Study: Same or Different?[d] Post Test SessionCollation of results – qualitative and quantitative
  • 18. PRE-TEST and POST-TEST Sessions OBSERVATION and COMMUNICATION TEST FOR STUDENTS Written by Yeo Yam Hwee
  • 19. THIS IS THE ACTUAL PICTURE USED DURING THE PRE-TEST.ANOTHER SITTING ROOM PHOTOGRAPH WAS USED FORTHE POST-TEST.
  • 20. INSTRUCTIONS for the facilitator1. Do not flash this picture of a furnished room on the screen.2. Give the photograph to a student in a pair who is identify as the describer.3. The other student who is not will be the illustrator. Give this student an A4 size white sheet.4. Ask the describer to study the photograph and pick out and TWO to FIVE things which he is going to get his illustrator-partner to draw out on the A4 size paper as described.
  • 21. INSTRUCTIONS for the facilitator5. Inform the pair that their communication with each other must be as clear and detailed as possible. This is not a game. They must face the same consequence if task is improperly done. They should pay close attention to position (Left, Right, Top, Bottom, Foreground, Background) and details of the selected objects.6. It is perfectly all right to identify objects by naming. It is not allowed for the Describer to show the Illustrator anything at all during the communication process.7. Keep watch of the time. It is not important that the students complete all five. It is important to monitor them when the session is in progress to make sure that both roles are correctly and effectively conducted by the students.
  • 22. INSTRUCTIONS for the facilitator8. Arrangement of the class should be such that a third student from another group have no easy access to the Describer and Illustrator. Every group should be minding their own business.9. Keep the time frame in mind.10. Communication is in English only.11. Illustrator is supposed to draw and label where necessary.12. Facilator teacher is free to make any amendments to this set of instructions.
  • 23. Instructions for the students1. Students who are given an illustration will be tasked to describe the contents of the illustration as clearly as you can.2. Students who are given a blank drawing paper are to listen carefully and draw as best as you can on the provided sheet.3. Do not share the illustration with your co-learner at all times unless your teacher gives you the permission.4. Speak in English only. Do not use hand gestures or any other forms of body langauge.
  • 24. Instructions for the students5. Do not rush into drawing. You must ask questions whenever you are unsure.6. The describer helps by providing information in English. The illustrator draws based on the describer’s information.7. The objects and the position of the objects are important information.8. I repeat: speak in English only. Do not use hand gestures or any other forms of body langauge.
  • 25. PRE-TEST Session with 2B LS Round 2 – T2W1-2.20112B (NA) students listened carefully to the facilitator’s instructionsbefore the pre-test observation lesson began.
  • 26. The illustrator listened to the describer and drewwhat she believed was intended. The describer said as clearly as possible the things she saw in the picture.
  • 27. Apart from “describing” and “illustrating”, therewere “observing”, “clarifying” and “negotiatingof meaning” – all happening at the same time.
  • 28. Apart from “describing” and “illustrating”, therewere “observing”, “clarifying” and “negotiatingof meaning” – all happening at the same time.
  • 29. Comparison of the illustrator’s workand the original photograph.
  • 30. Comparison of the illustrator’s workand the original photograph.
  • 31. Comparison of the illustrator’s workand the original photograph.
  • 32. In the secondround ofLesson Studywith 2B, moretime wasallotted to elicitresponses fromthe studentparticipants.
  • 33. ACTUAL LESSON STUDYThe students were all paired up. Themaximum was three in any one group toinclude all to take part.Students were tasked to share andexchange information by comparing andcontrasting twelve diagrams on theirrespective information sheets to decide forthemselves if each and every one of thecorresponding diagrams was “same” or“different”.
  • 34. Lesson Study Observation Round 1 10 March 2011 1245 – 1345 hrsClass: 2GLesson: English LanguageFacilitators:Ms Tan Mei ShanMr. Yeo Yam HweeObserver:Ms. Calais
  • 35. Students listening toFacilitator’sInstructions
  • 36. Instructions to Students1. Line your own desks independently in a straight column.2. Make sure that your desks are also in line when you position them in rows.3. Your desks in class should look like this:
  • 37. Instructions to Students4. Do not move your desks.5. Move your chairs 90 degrees on the spot to face your neighbour directly.6. Wait for further instructions from your teacher. 7. If you are seated in a single column, please wait for your teacher to make alternative arrangements for you. 8. If you are without a co-learner Because there is nobody else to == pair up with you, please wait Patiently.
  • 38. Instructions to Students9. You must have with you a pen and a file or a big book to act as a folder.10. You are going to receive individually a piece of handout containing instructions and information which you cannot reveal to anybody else.11. For now, pay attention to your teacher. You must watch the [DEMONSTRATION] provided by your teacher and your classmates carefully.12. When you receive the piece of handout, read the instructions and study the contents immediately and carefully.
  • 39. Let’s suppose Student A has …and Student B has this other this picture A1 with him picture A1 with her.A1 A1
  • 40. Instructions to Students13. Both Students A and B seem to have the same picture. When you receive YOUR piece of handout, read the instructions and study the contents immediately and carefully.14.Do not look at other people’s handout. I will ask you to leave the activity area immediately. You will only be allowed into your classroom when this activity ends.
  • 41. Instructions to Students15. The purpose of your task is to compare by SPEAKING ONLY IN ENGLISH to each other in your paired group to come to a decision whether Picture A1 (and you have more than one picture to do) is SAME or DIFFERENT.16.Do not look at anybody else’s handout. I will ask you to leave the activity area immediately. You will only be allowed into your classroom when this activity ends.
  • 42. Instructions to Students17. You are given ample time to work things out with your co-learner. All pictures must be described.18. You describe clearly and carefully what you have with you to your co-learner. He or she does the same process as you. Both of you must come to a decision todetermine if your respective A1s are indeed SAME or DIFFERENT. Write “SAME” or “DIFFERENT” within the box which contains A1.
  • 43. Instructions to Students19. Do not show anything to your co-learner at all. Once you have arrived at a decision for A1, move on to the next picture. Make sure both of you are referring to the same picture number before you begin “describing” to each other.20. Complete all boxes within the time given. Hold your answers to yourselves until further instructions from your teacher.21. Begin only when your teacher allows you to do so.22. If you have questions, raise them now.23. The handout will now be handed over to you. Please wait.
  • 44. Secondary 2G students seated in straight columns and rows witha partner each.
  • 45. Facilitator-teacher Ms. Tan Mei Shan makingthe ground rules clear to the students ofSecondary 2G before the demonstration-triggeractivity
  • 46. DEMONSTRATION on the powerpoint slides STUDENT No. 1 And STUDENT No. 2
  • 47. Let’s suppose Student A has …and Student B has this other this picture A1 with him picture A1 with her.A1 A1
  • 48. THE DESCRIBING PROCESSStudent 1 I have with me in Picture A1 three circles and a big black square. Do you have them with you too?Student 2 Yes, but in the big black square, do you have an arrow?Student 1 Yes, I do. Let me try to make it clear to you. The arrow is not black and its direction is pointing inwards.Student 2 What do you mean by “inwards”?
  • 49. THE DESCRIBING PROCESSStudent 1 I mean it is pointing towards the three circles. By the way, the arrow is not black. It is not shaded. It is empty. About 10 centimetres wide.Student 2 Let me see. Where is it in the black box? Mine is on the top left hand side. It is a broad arrow, shaped like a house fallen on its side, lying horizontally…Student 1 I think you are quite right. Your description seems to fit my arrow. What about the circles?Student 2 There are three. Like Olympic circles but I have them vertically down on the right hand side of the box. They are all the same size.
  • 50. THE DESCRIBING PROCESS……AFTER FURTHER EFFORTS AT DESCRIBING, COMPARING ANDCLARIFYING…...Student 1 I think I am quite sure, our pictures are the same…Student 2 Me too… but I am still not sure.Student 3 Most of the things described seem the same.Student 4 Ok, then shall we put the word “same” and then quickly move on to the next picture? Which number is that?
  • 51. Ms. Tan had the choice to use the powerpoint presentation slidesto demonstrate to the students how the task was to be carried out butIn this case, she preferred to use two student volunteers for thetrigger activity.
  • 52. The two studentsdemonstrated the taskof describing in theEnglish Language to therest of the class.
  • 53. The demonstration process involves:1. Careful studying of the picture to be described.2. Use of English Language at all times.3. Refrain from using body language.4. Refrain from using hand gestures.5. Refrain from using other languages.
  • 54. Ms. Tan showingthe class thedemonstrationpictures andemphasizing theimportance ofcarefulobservation andaccurate verbaldescription.
  • 55. Issuing of Handouts Set A, B, C and D.
  • 56. THE DESCRIBING, COMPARING, CONTRASTING,CLARIFYING PROCESS BEGINS
  • 57. The students participating actively in the process
  • 58. Communication done meaningfully in English
  • 59. Close but non- intrusiveobservationand filmingof students’ activity
  • 60. The students were initially given tenminutes. Time was extended slightly toallow slower groups to complete theirtasks.Students were asked to comment on theirtasks.Students were asked to show each otherthe pictures in their respective handouts.More comments came from the students.
  • 61. THEY WERE SO ACCURATE – THEY’D GOTTEN ALLTHEIR PICTURES RIGHT.
  • 62. The students completed their self andpeer assessments for the activity.They submitted all their activity sheetsand assessment forms to Ms. Tanafterwards.
  • 63. FINDINGS FROMSTUDENTS’ SKETCHES OF THE LIVING ROOM 2G 2B PRE- POST- PRE- POST- TEST TEST TEST TESTACCURATELY 52.9 52.9 62.5 66.7COMMUNICATEDINACCURATELY 47.1 47.1 37.5 33.3COMMUNICATED
  • 64. STUDENTS’ FEEDBACK1. They enjoyed taking part in the activity.2. They became aware that they had to use accurate English words and expressions in oral communication.3. They had learnt to describe better.4. They had learnt that communication could be challenging when one had to pay attention to accuracy.5. They had learnt that one had to be alert and attentive during communication.
  • 65. TEACHERS’ OBSERVATION1. Students found the activity interesting because they needed to actively be involved in oral interactions.2. They were rather casual and to some extent, crude (use of swearing words) in their use of language with rampant code-switching.3. They (especially so of 2G) seemed rather impatient with the facilitator’s instructions.
  • 66. TEACHERS’ OBSERVATION4. Slang expressions,Singlish and MT were freely used.5. Obvious difficulties in estimation of distance between objects.6. Uncertain in the use of strategies to describe things from simple to difficult.7. Obvious difficulties in describing size and shape of objects.
  • 67. CONCLUSIONSThe activities in our lesson study project helped ourstudents understand and appreciate the importance ofbeing clear and accurate when sharing andexchanging information to achieve effectivecommunication. Our hands-on approach also enabledour students to learn more with the teacher teachingless. The learners needed to pay close attention toothers and be accurate and clear when using Englishto interact with others. Their post lesson reflectionsalso made them realise their own shortcomings intheir communication efforts and hopefully motivatethem to be more self-directed in putting in efforts tocorrect them to become better communicators.
  • 68. IMPLICATIONSThe observations and reflections are usefulbases for the teachers to plan further lessonactivities to improve the learners’ oracy skillsin Picture Discussion. While we aremotivating our students to do well inexaminations, it is also important for us tohelp them develop a deeper understandingand appreciation of the need to be clear andaccurate when sharing and exchanginginformation with others.
  • 69. THANK YOUTHANK YOUTHANK YOUTHANK YOU

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