Interaction Activities for Oral Skills
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Sharing Information With Restricted Cooperation Sharing Information With Unrestricted Cooperation Sharing and Processing Information Processing Information
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Interaction Activities for Oral Skills
- 2. Functional communication activities Principle: teacher structures situation; learners have to overcome an information gap or solve a problem Limited by nature of the classroom situation Utilise various materials
- 3. FEATURES Learners use language for a well-defined purpose Draw a wide range of skills & strategies to get new meaning across Opportunity to express individuality in classroom COMMUNICATIVE PURPOSE CLEAR FEEDBACK REAL-LIFE SKILLS & STRATEGIES INDIVIDUALITY Success/fail Situations students may encounter outside the classroom
- 4. TYPES OF FUNCTIONAL COMMUNICATION ACTIVITIES 03 Sharing information with restricted cooperation 01 Sharing information with unrestricted cooperation Sharing and Processing Information Processing Information 02 04
- 6. 1. SHARING INFORMATION WITH RESTRICTED COOPERATION ❏ Produces the simplest pattern of information ❏ The situation is always that one learner or group possesses information which another learner or group must discover. ❏ During the game, the knower is not allowed to cooperate fully but he/she can provides information only in response to appropriate ques (usually “Yes” or “No” questions)
- 7. ACTIVITY 1
- 8. Steps 1. Each group will be given a set of two pictures 2. Each group will take turns to play the game 3. Each group will send a representative to the front 4. Each group will be given only 45 seconds to ask the representatives questions regarding the missing items (total: 5 missing items) 5. The question can only be in form of close-ended question (YES/NO) 6. After the time is up, another representative will come to the front and share their answers.
- 9. Scoring Rubric 5 missing items found 3 marks 3-4 missing items found 2 marks 1-2 missing items found 1 mark
- 11. 1. Limiting the restriction in the communication - sustain an interaction and develop effective communication. 2. Learners interact in ways that can solve their communication problems.
- 12. Variety of communication functions: 1. Use language for describing. 2. Suggesting 3. Asking for clarification 4. Helping each other Develop communication skills - shared knowledge, use feedback, simplification or paraphrasing. Develop positive relationship between learners and positive attitudes towards the second/foreign language.
- 14. Steps 1. Pour the flour into the bowl 2. Add the salt into the flour 3. Add few drops of food colouring into the water 4. Stir them well 5. Pour the water into the flour little by little 6. Put on the plastic gloves 7. Mix well the flour and water until you can shape them into a dough
- 15. Scoring Rubric Correct answer 1 mark Creativity 1 mark - Good 2 marks - Very good 3 marks - Excellent Teamwork 1 mark Volunteer (fastest to complete) 1 mark
- 17. Dimensionsadded Wider range Express ideas which have not been prepared More scope of disagreement & negotiation
- 18. 1 mark
- 19. PART 1: RECONSTRUCT STORY SEQUENCES PART 2: PASS ON THE STORY
- 20. PART 1: RECONSTRUCT STORY SEQUENCE 1. Once the first person get the jumbled sentences, he/she should go to his group members who are sitting and discuss the correct sequence of the story. 2. You are given only 1 minute to discuss.
- 21. 1. The first person will go to the front and pass on the story to the second person and to the next. 2. One person is only given 30 seconds to share the story. 3. The last person will tell the whole class the complete story. PART 2:PASS ON THE STORY
- 22. Scoring Rubric No mistake 3 marks 1 - 3 mistakes 2 marks 4 or more mistakes 1 mark Teamwork +1 mark
- 23. The Two Frogs Once, a frog played near a pot of cream. He decided to look into the pot and fell into it. He couldn’t get out of the pot, so he swam. He swam and beat the cream until it became a ball of butter. The frog jumped on the ball of butter and got out of the pot.
- 24. The Deer and The Boar A deer and a boar found water to drink. They began arguing and fighting for the water. While arguing, they realised a lion was watching. The lion was ready to eat them. The deer and the boar decided to drink together and quickly run away.
- 25. Two Cats and A Monkey Two cats are fighting for a piece of cake. A monkey sees this and offers help to the cats. The monkey divides the cake into two parts and takes a bite of each. He continues eating until there is no more cake left. The poor little cats are disappointed with the monkey.
- 27. 4. Processing Information 1. Learners have access to all relevant facts. 2. Students need to discuss and evaluate the facts. 3. The need to share information. 4. Suitable activities: problem solving situations. 5. It is suggestible for teachers to do it outside classroom.
- 29. Activity 4.1: Catch The Wolves Pack! 1) Wolves: Find a villager to kill every night. 2) Villagers: Find out who is the killer (wolves) if they guessed right, wolves will get killed but if the guess is wrong, the game still continues. 3) Policemen: Arrest werewolves. 4) Shaman: Able to know one’s role. 5) Doctor: Can protect one of the villagers from being killed.
Editor's Notes
- Learners must work towards a definite solution/decision. However range of communication needs that can be created for learners is limited by the nature of the classroom situation, so teachers should use various materials so that content and complexity of language is varied So we must provide activities That are similar to real-life situation And given a more clearly defined social conditions
- Features: Place learners in a situation where they need to use language for a well-defined communicative purpose Provide clear feedback about the adequacy of performance: success or failure of their attempts to communicate Activities resemble situations students might encounter outside the classroom Learners must draw on a wider range of skills and strategies to get new meanings across Learners develop skills for managing interaction Opportunity for learners to express their own individuality in classroom
- Spot the Difference game
- In the activities presented so far, goal: to share factual information, measure of success: learners gain access to facts possessed by others In this, a further dimension is added: Range is widened so Learners will now be involved in going beyond surface facts, in order to analyse, explain and evaluate them Increases the unpredictability of the interaction Manage interaction skillfully: how to interrupt/disagree without offence Jigsaw: each learner in a group possess information which is unique to him he must share it witrh others together the different pieces of info provide material for solving a problem
- Broken Telephone: To understand the game, let us demonstrate to you an example. [give text to Kak Farah > Faja > Sinar] Explain to them how the text got corrupted when it reached Sinar, this is similar to real-life situation. We always hear stories from others be it written or spoken, and often when people re-tell the story, they will add on to the original story, making the story full with false information which can actually hurt people. As good Muslims and human beings, we should avoid this and try not to create rumours.
- This game is not the traditional broken telephone, the difference is that the first person has to rearrange the story into the correct sequence only then he.she can share the story to the second person.
- This game is not the traditional broken telephone, the difference is that the first person has to rearrange the jumpbled-up story into the correct sequence only then he.she can share the story to the second person.
- Same activity can be performed without pictures: cut up into paragraphs or sections: Learners must summarise one section and answer questions put by the others, then the whole group reconstruct story through discussion Another variation (for advanced learners): Divide story into single sentences Learners pay attention to individual language features (pronouns, articles, etc)
- In the activities presented so far, goal: to share factual information, measure of success: learners gain access to facts possessed by others In this, a further dimension is added: Range is widened so Learners will now be involved in going beyond surface facts, in order to analyse, explain and evaluate them Increases the unpredictability of the interaction More scope of disagreement & negotiation, Jigsaw: each learner in a group possess information which is unique to him he must share it witrh others together the different pieces of info provide material for solving a problem
- Same activity can be performed without pictures: cut up into paragraphs or sections: Learners must summarise one section and answer questions put by the others, then the whole group reconstruct story through discussion Another variation (for advanced learners): Divide story into single sentences Learners pay attention to individual language features (pronouns, articles, etc)