Your SlideShare is downloading. ×
  • Like
  • Save
Powerpoint presentation on clarity in oracy v2
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×

Now you can save presentations on your phone or tablet

Available for both IPhone and Android

Text the download link to your phone

Standard text messaging rates apply

Powerpoint presentation on clarity in oracy v2

  • 920 views
Published

Revised Edition

Revised Edition

Published in Education , Technology
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
920
On SlideShare
0
From Embeds
0
Number of Embeds
1

Actions

Shares
Downloads
0
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. LESSON STUDYPLT Project 2011ENGLISH LANGUAGEDEPARTMENT CLARITY AND ACCURACY IN ORAL COMMUNICATION presentation slides by 1 Kuronekosan
  • 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 presentation slides by 2 Kuronekosan
  • 3. OUR BIG IDEACOMMUNICATION iskey to mouldingeffective human relationships. presentation slides by 3 Kuronekosan
  • 4. OUR SPECIFIC OBJECTIVE Students to useproper English todescribe things to one another. presentation slides by 4 Kuronekosan
  • 5. Tie-in with Paper 3 Oral Communication Part Two: PICTUREDISCUSSION presentation slides by 5 Kuronekosan
  • 6. PRACTICAL CONSIDERATIONS• PAPER 3 ORAL COMMUNICATION: Examination Weightage is crucial (20%)2. FOCUS: PICTURE DISCUSSION3. EMPHASIS: TRIGGERING LEARNERS’ AWARENESS OF CLARITY AND ACCURACY IN ORAL COMMUNICATION slides by presentation 6 Kuronekosan
  • 7. Tie-in with Paper 3 Oral Communication Picture Discussion involves the skills of Description Explanation Interpretationbased on current examination mark scheme. presentation slides by 7 Kuronekosan
  • 8. OUR FOCUS IN THIS LESSON STUDY PROJECT:TO CREATE UNDERSTANDING ANDAPPRECIATION OF THE SKILL OF DESCRIBINGUSING PROPER ENGLISH IN ORALCOMMUNICATION. presentation slides by 8 Kuronekosan
  • 9. THIS IS OUR SCOPE AND ALSOTHE LIMITATION OF OURPROJECT IN 2011. presentation slides by 9 Kuronekosan
  • 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. presentation slides by 10 Kuronekosan
  • 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”. presentation slides by Kuronekosan 11
  • 12. LITERATURE REVIEW Communicative Language Teaching Today by Jack C Richard SEAMEO RELC 20061. Learning is not an individual private activity but a social one that depends upon interaction with others.2. Our Pre-LS Test and Post-LS Test promoted collaborative efforts in building meaning through the use of English.3. Our Lesson Study - “Same or different?” also promoted co-operative learning between and among the students. presentation slides by 12 Kuronekosan
  • 13. LITERATURE REVIEW4. Target language learning is facilitated when learners are engaged in interaction and meaningful communication.5. Effective classroom learning tasks and exercises provide opportunities for students to negotiate meaning, expand their language resources, notice how language is used, and take part in meaningful intrapersonal exchange.6. The role of the teacher in the language classroom is that of a facilitator, who provides opportunities for students to use and practice the language and to reflect on language use and language learning. presentation slides by 13 Kuronekosan
  • 14. LITERATURE REVIEW Sourced from Arnold Morgan, Jane et.al, pages 35,51,56, 60, 99, chapter 3 of the book, ORAL SKILLS : RESOURCES AND PROPOSALS FOR THE CLASSROOM1. Students need to have a strong database of English vocabulary and grammar to be able to describe elaborately of a picture.2. One of the students’ coping strategies was to use their mother tongue in their speech. Rather than viewing the students’ use of mother tongue as a failure in interaction, it actually enabled them to support and sustain their slides by presentation interaction with others. 14 Kuronekosan
  • 15. LITERATURE REVIEW3. The use of MT helps them to clarify and construct collaborative scaffolding. This was observed in our own 2B and 2G students in their use of MT in their attempts to describe appropriately.4. Research on collaborative learning on students’ part informs us of the need to help student learners to be grammatically and pragmatically accurate. Our 2B and 2G students also see the need to describe clearly and accurately in order for their partners to understand and comprehend their intended meaning. presentation slides by 15 Kuronekosan
  • 16. LITERATURE REVIEWScott Thornbury’s training in instructional conversation , pg 95 of the book Language inLanguage Teacher Education1. Students tend to speak very little during lessons and teachersspeak 89% of the time.2. Even when students are speaking, the conversation present isbetween a student and the teacher and is made up of IRF ( initiate,response and feedback ). Initiation and feedback were provided byteachers while the only time students speak out is givingresponses to the teachers’ question. Such interactions areteacher-led and teacher-dominated. In turn, students are onlylimited to providing short answers which require less criticalthinking and hence, utilize less vocabulary and grammar.3. It is felt that it is better to encourage students to direct their ownspeech conversation than for teachers to direct them.’ presentation slides by 16 Kuronekosan
  • 17. Our Lesson Study is entitled: SAME ORDIFFERENT? presentation slides by 17 Kuronekosan
  • 18. TIME LINECONCEPTUALISATION AND RESOURCEPREPARATION:TERM 1LESSON STUDY FIRST ROUND:TERM 1LESSON STUDY SECOND ROUND:TERM 2POST LESSON STUDY DISCUSSION:TERM 3 AND TERM 4 slides by presentation Kuronekosan 18
  • 19. WORK FLOWConceptualisation and resource preparationsLesson Study – Round 1 – Secondary 2G [Express][a] Pre LS Test Session[b] Lesson Study: Same or Different?[c] Post LS Test Session[d] Review of approach and resourcesLesson Study – Round 2 – Secondary 2B [Normal Academic][a] Pre LS Test Session[b] Pre-teaching Session[c] Preparation of LS with students for modeling purposes[d] Lesson Study: Same or Different?[e] Post LS Test Session[f] Review of approach and resourcesCollation of results – qualitative and quantitative presentation slides by 19 Kuronekosan
  • 20. PRE-LS TEST andPOST-LS TEST Sessions OBSERVATION and COMMUNICATION TEST FOR STUDENTS Written by Yeo Yam Hwee presentation slides by 20 Kuronekosan
  • 21. THIS IS THE ACTUAL PICTURE USED DURING THE PRE-TEST.ANOTHER SITTING ROOM PHOTOGRAPH WAS USED FORTHE POST-TEST. presentation slides by 21 Kuronekosan
  • 22. 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. presentation slides by 22 Kuronekosan
  • 23. 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. presentation slides by 23 Kuronekosan
  • 24. 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. presentation slides by 24 Kuronekosan
  • 25. 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. presentation slides by 25 Kuronekosan
  • 26. 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. presentation slides by 26 Kuronekosan
  • 27. 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. presentation slides by 27 Kuronekosan
  • 28. 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. presentation slides by 28 Kuronekosan
  • 29. Apart from “describing” and “illustrating”, therewere “observing”, “clarifying” and “negotiatingof meaning” – all happening atbythe same time. presentation slides 29 Kuronekosan
  • 30. Apart from “describing” and “illustrating”, therewere “observing”, “clarifying” and “negotiatingof meaning” – all happening atbythe same time. presentation slides 30 Kuronekosan
  • 31. Comparison of the illustrator’s workand the original photograph. presentation slides by 31 Kuronekosan
  • 32. Comparison of the illustrator’s workand the original photograph. presentation slides by 32 Kuronekosan
  • 33. Comparison of the illustrator’s workand the original photograph. presentation slides by 33 Kuronekosan
  • 34. In the second round of Lesson Study with 2B, more time was allotted to elicit responses from the student participants.presentation slides by 34 Kuronekosan
  • 35. 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”. presentation slides by 35 Kuronekosan
  • 36. Lesson Study Observation Round 1 10 March 2011 1245 – 1345 hrs Class: 2G Lesson: English Language Facilitators: Ms Tan Mei Shan Mr. Yeo Yam Hwee Observer: Ms. Calaispresentation slides by 36 Kuronekosan
  • 37. Students listening to Facilitator’s Instructionspresentation slides by 37 Kuronekosan
  • 38. 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: presentation slides by 38 Kuronekosan
  • 39. 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. presentation slides by 39 Kuronekosan
  • 40. 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. presentation slides by 40 Kuronekosan
  • 41. Let’s suppose Student A has …and Student B has this other this picture A1 with him picture A1 with her.A1 A1 presentation slides by 41 Kuronekosan
  • 42. 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. presentation slides by 42 Kuronekosan
  • 43. 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. presentation slides by 43 Kuronekosan
  • 44. 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. presentation slides by 44 Kuronekosan
  • 45. 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. presentation slides by 45 Kuronekosan
  • 46. Secondary 2G students seated in straight columns and rows witha partner each. presentation slides by 46 Kuronekosan
  • 47. Facilitator-teacher Ms. Tan Mei Shan makingthe ground rules clear to the students ofSecondary 2G before the demonstration-triggeractivity presentation slides by 47 Kuronekosan
  • 48. DEMONSTRATION on the powerpoint slides STUDENT No. 1 And STUDENT No. 2 presentation slides by 48 Kuronekosan
  • 49. Let’s suppose Student A has …and Student B has this other this picture A1 with him picture A1 with her.A1 A1 presentation slides by 49 Kuronekosan
  • 50. 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”? presentation slides by 50 Kuronekosan
  • 51. 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. presentation slides by 51 Kuronekosan
  • 52. 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? presentation slides by 52 Kuronekosan
  • 53. 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. presentation slides by 53 Kuronekosan
  • 54. The two studentsdemonstrated the taskof describing in theEnglish Language to therest of the class. presentation slides by 54 Kuronekosan
  • 55. 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. presentation slides by 55 Kuronekosan
  • 56. Ms. Tan showing the class the demonstration pictures and emphasizing the importance of careful observation and accurate verbal description.presentation slides by 56 Kuronekosan
  • 57. Issuing of Handouts Set A, B, C and D. presentation slides by 57 Kuronekosan
  • 58. SET A SET BThe paired students are supposed to communicate with each otherwithout revealing their respective picture sheets. presentation slides by 58 Kuronekosan
  • 59. SET A SET B SAME OR DIFFERENT? presentation slides by 59 Kuronekosan
  • 60. SET A SET B SAME OR DIFFERENT? presentation slides by 60 Kuronekosan
  • 61. SET A SET B SAME OR DIFFERENT? presentation slides by 61 Kuronekosan
  • 62. SET A SET B SAME OR DIFFERENT? presentation slides by 62 Kuronekosan
  • 63. THE DESCRIBING, COMPARING, CONTRASTING,CLARIFYING PROCESS BEGINS presentation slides by 63 Kuronekosan
  • 64. The students participating actively in the process presentation slides by 64 Kuronekosan
  • 65. Communication done meaningfully in English presentation slides by 65 Kuronekosan
  • 66. Close but non- intrusive observation and filming of students’ activitypresentation slides by 66 Kuronekosan
  • 67. 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. presentation slides by 67 Kuronekosan
  • 68. presentation slides by 68 Kuronekosan
  • 69. THEY WERE SO ACCURATE – THEY’D GOTTEN ALLTHEIR PICTURES RIGHT. presentation slides by 69 Kuronekosan
  • 70. The students completed their self andpeer assessments for the activity.They submitted all their activity sheetsand assessment forms to Ms. Tanafterwards. presentation slides by 70 Kuronekosan
  • 71. What did the students realise after taking part in “SAME OR DIFFERENT?” THE STUDENTS’ POST LESSON STUDY SESSION REFLECTIONS presentation slides by 71 Kuronekosan
  • 72. SELF ASSESSMENT 2G 2B1 I understood and linked the demonstration activity to the task I had to do afterwards with 100 100 my co-learner.2 I used English as accurately as I could in the activity. 97.2 91.93 I studied my material carefully to prepare adequately for describing it to my co-learner. 91.6 94.64 I thought carefully before I described anything to my co-learner. 88.8 97.35 I described as accurately as I could to speak to my co-learner. 91.6 1006 I listened to what my co-learner was telling me as attentively as I could. 97.2 1007 I clarified / checked or cross-checked with my co-learner as often as I could whenever I 97.2 100 was in doubt.8 I understood that for understanding to take place, I needed to work closely in sharing and 100 83.8 exchange of “descriptions” with my co-learner.9 I attempted to use hand gestures or any other form of body language when I faced 72.2 97.3 difficulty in describing to my co-learner.10 I carefully thought through my descriptions and my co-learner’s descriptions before 97.2 94.6 deciding whether our pictures were “same” or “different”.11 I was able to complete the given task within the time allowed by my teacher. 75 97.312 I became better aware of the importance of “describing” through this activity with my co- 100 100 learner. presentation slides by 72 Kuronekosan
  • 73. PEER ASSESSMENT 2G 2B1 My co-learner understood and linked the demonstration activity to our shared task. 100 94.62 He / she used English as accurately as he / she could in the activity. 100 98.93 He / she studied the material carefully to prepare adequately for describing it to me. 97.1 1004 He / she thought carefully before describing anything to me. 100 97.35 He / she described as accurately as he / she could when speaking. 94.1 1006 He / she listened to what I was telling him / her as attentively as he / she could. 100 1007 He / she clarified / checked or cross-checked with me as often as I could whenever I was in 94.1 97.3 doubt.8 He / she understood that for understanding to take place, he / she needed to work closely 97.1 94.6 in sharing and exchange of “descriptions” with me.9 He / she attempted to use hand gestures or any other form of body language when he / she 73.5 81.1 faced difficulty in describing to me.10 He / she carefully thought through his / her descriptions and my descriptions before 97.1 100 deciding whether our pictures were “same” or “different”.11 He / she was able to complete the given task within the time allowed by our teacher. 73.5 94.612 I think that he / she has become better aware of the importance of “describing” through this presentation slides by 100 7397.3 activity with me. Kuronekosan
  • 74. FINDINGS FROMSTUDENTS’ SKETCHES OF THE LIVING ROOM 2G 2B PRE- POST- PRE- POST- TEST TEST TEST TESTACCURATELY 52.9% 52.9% 62.5% 66.7%COMMUNICATEDINACCURATELY 47.1% 47.1% 37.5% 33.3%COMMUNICATED presentation slides by 74 Kuronekosan
  • 75. 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. 75 presentation slides by Kuronekosan
  • 76. 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. presentation slides by 76 Kuronekosan
  • 77. 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. presentation slides by 77 Kuronekosan
  • 78. CONCLUSIONS1. The activities in our lesson study projecthelped our students understand andappreciate the importance of being clear andaccurate when sharing and exchanginginformation to achieve effectivecommunication. 2. Our hands-on approach also enabled ourstudents to learn more with the teacherteaching less. The learners needed to payclose attention to others and be accurate andclear when using English to interact withothers. presentation slides by 78 Kuronekosan
  • 79. CONCLUSIONSTheir post lesson reflectionsalso made them realise theirown shortcomings in theircommunication efforts andhopefully motivate them to bemore self-directed in putting inefforts to correct them tobecome better communicators. presentation slides by 79 Kuronekosan
  • 80. IMPLICATIONS1. The observations and reflections areuseful bases for the teachers to planfurther lesson activities to improve thelearners’ oracy skills in PictureDiscussion. presentation slides by 80 Kuronekosan
  • 81. IMPLICATIONS2. While we are motivating ourstudents to do well in examinations, itis also important for us to help themdevelop a deeper understanding andappreciation of the need to be clear andaccurate when sharing and exchanginginformation with others. presentation slides by 81 Kuronekosan
  • 82. THANK YOUTHANK YOUTHANK YOUTHANK YOU presentation slides by 82 Kuronekosan