Organizing Communicative Interaction
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The document discusses communicative interaction in language learning and different activity types teachers can use. Communicative interaction describes how language is used interactively between members of an organization. The teacher's goal is to give students opportunities to practice communicating in the target language. Teachers should design tasks where students share information about themselves in the language. There are many activity types that provide speaking, listening, writing and reading practice like games, role-plays and simulations. These include repetition drills, asking and answering questions about maps, and having students assume roles to facilitate and monitor group work.
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The document discusses teaching speaking skills and oral fluency activities. It provides examples of different types of speaking activities that can be used, including discussions, role plays, dialogues and simulations. It notes the characteristics of successful speaking activities, as well as common problems that can occur. The document also discusses how to design speaking topics and tasks, and considers both the benefits and challenges of assessing students' oral skills through testing.
Context & Connections: Designing a Vocab App
1) The document summarizes research into designing a vocabulary learning app called miLexicon using the Experience of Resources (EoR) framework.
2) Three cycles were used: interviews to understand individual context, an autoethnography of one participant's vocabulary learning, and participatory redesign with 6 participants testing miLexicon.
3) The research found miLexicon helped prompt vocabulary collection but participants required more scaffolding to fully integrate words into their mental lexicons and connect words to resources over time. Future versions of miLexicon need adaptive support tailored to individual learner contexts.
Teaching speaking
This document discusses strategies for teaching speaking skills to English language learners. It begins with an introduction to the importance of speaking practice and interactive language teaching. Several in-class activities are then described that encourage student interaction and oral production, including discussions, role-plays, brainstorming, story completion, and picture description. Suggestions are provided for teachers to maximize student speaking time and reduce correction of errors during activities. The goal is to create a rich environment where students have many opportunities to communicate in the target language.
CLASSROOM ACTIVITIES IN COMMUNICATIVE LANGUAGE TEACHING
This document discusses activities for teaching communicative language skills in the classroom. It contrasts activities focused on fluency versus accuracy. Fluency activities require meaningful student interaction and negotiation of meaning, while accuracy activities focus on language forms out of context. The document also discusses information gap activities to promote authentic communication as students obtain information from each other. It emphasizes the importance of pair and group work to increase student talking time. Both mechanical, meaningful, and communicative practice activities are examined. The use of authentic materials to expose students to real language use and culture is also presented.
Teaching speaking
The document provides suggestions for teachers to help develop students' oral proficiency and ability to speak English fluently. It recommends maximizing opportunities for student speaking practice through collaborative work, authentic tasks, and reducing teacher speaking time. A variety of speaking activities are described, including discussions, role-plays, interviews, and picture narration. Teachers should create a low-anxiety environment, provide feedback, and involve speaking practice both in and out of class to help students improve their speaking skills.
Teaching Skills Material.doc
This document provides guidance on developing students' speaking skills in a foreign language classroom. It discusses the importance of speaking ability for many language learners. Effective instructors provide structured and communicative speaking activities. Structured activities, like information gap and jigsaw exercises, focus on specific grammar and vocabulary while allowing for error correction. Communicative activities, such as role plays and discussions, resemble real-world situations and allow students to practice using all their language skills. Proper preparation and follow-up are important for the success of speaking activities.
Second Life and ESL
This document provides information about using the virtual world Second Life to teach English as a second language. It includes two sections, one for teacher notes and one for student notes. The teacher notes section outlines a 3 day lesson plan where students learn about Second Life, complete a tutorial, and then participate in teacher-led and student-led tours of locations within Second Life. It provides objectives, schedules, tips, and evaluation methods. The student notes section gives information for students on their assignment, which is to find locations of interest, give a tour of one, and participate in discussions. It includes guidance on using Second Life and resources for language skills practice.
METHODOLOGY I (II Bimestre Abril Agosto 2011)
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: MS. Nina Aleksandrovna Nesterenko
Ciclo: Quinto
Bimestre: Segundo
Students' use of social media for academic studies - The connecting bridge be...
This document discusses how students use social media to support academic group work. It notes that while group work provides benefits, it can also be challenging to coordinate in person meetings for diverse students with different responsibilities. The research shares student perspectives on how social media and technology helped support group cohesion, trust, and productivity by providing an online space for communication, collaboration, and coordination between in person meetings. Insights from final year students and recent graduates illustrate how technology helped them develop effective group work skills and how they now apply those skills in the workplace.
CHAPTER 1-3 EDITED.docx xcvbhnjsdfghjksdfghjcvbnbnsdfgh
The document discusses a study on the effectiveness of role playing strategies on students' speaking skills. It provides background on the importance of speaking skills and challenges students face developing them. The study uses a quasi-experimental design with pre-and post-tests to compare speaking skills levels between an experimental group that receives role playing training and a control group. Related literature suggests role playing can improve speaking by giving students practice in realistic scenarios. The study aims to determine if role playing strategies significantly improve students' speaking skills.
Theory project david bouquin (1)
The document discusses the constructivist learning theory and its key principles:
1) Knowledge is constructed by learners based on their experiences and interactions with others, rather than acquired from outside.
2) Learning happens through social interactions where students collaborate with peers and teachers to build knowledge.
3) The zone of proximal development defines what a learner can achieve with guidance versus alone, informing how lessons should be tailored.
Assignment of-listening-speaking
The document discusses different types of speaking activities that can improve students' listening and speaking skills in a second language classroom. It focuses on information gap activities and role-play activities. Information gap activities involve students sharing information to solve a problem, where each student plays a necessary role. Role-play activities place students in simulated situations where they must use the target language. Both activities provide opportunities for extended student speaking practice and negotiation of meaning between students. Examples of each type of activity are provided.
Engaged learning and collaboration
This document discusses components of engaged online learning. It describes how online courses should be clearly presented, involve active and collaborative learning, and be responsive to different learning styles. It also discusses multiple intelligence theory and the roles of teachers and learners in engaged learning, including working individually, in pairs, groups, and as a class community. Cooperative learning strategies like grouping learners heterogeneously or homogenously are presented. The document provides a checklist for designing online courses that incorporate engagement and collaboration.
Productive skills
This is a basic presentation about how to teach writing and speaking as productive skills. It is based on information from Harmer (2007).
Drama
Drama techniques like role plays, theater, and drawing can effectively teach English to children by engaging them in interactive and meaningful contexts that promote communication. Traditional grammar-focused teaching fails to develop communicative skills. Drama breaks the monotony and forces children to use English. It increases motivation, self-confidence, pronunciation, vocabulary, and cooperative learning while improving oral and written skills. Teachers should assess students' participation, progress over time rather than the final product, and evaluate their own teaching methods. Specific drama techniques are suggested, including choosing topics, creating dialogs, practicing roles, and assessing students and teaching methods. Websites on using drama in English language teaching are provided.
activity aids types field trip and dramatization
The document discusses activity aids used in nursing education. It defines activity aids as tools designed to overcome deficiencies in classroom communication and provides examples like field trips and dramatization. Field trips provide first-hand experiences and allow students to study objects in their natural environment. Dramatization helps develop students' creative skills and makes classroom instruction more engaging. Overall, activity aids enhance learning by making it more interactive and interesting for students.
TechniquesinTeachingSpeakingSkill.pptx
This document discusses techniques for teaching speaking skills to intermediate English language learners. It begins by defining speaking and explaining why teaching speaking is important for language learning. The document then outlines what teaching speaking involves, such as producing sounds and stress patterns, selecting appropriate words, and organizing thoughts.
Several activities for promoting speaking are presented, including discussions, role-plays, simulations, information gaps, brainstorming, storytelling, interviews, story completions, reporting, playing cards, picture narrating, picture describing, and finding differences. Examples are provided for each activity. The document concludes by assigning specific students to present sample lessons on speaking techniques.
Ismaila mounkoro topic
This document discusses classroom activities for teaching communicative language as described by Jack Richards. It outlines activities that focus on fluency or accuracy, including role plays, dialog reenactments, and grammar exercises. It distinguishes between mechanical, meaningful, and communicative practice and provides information gap and jigsaw activities as examples of communicative practice. Pair and group work are described as increasing student talking time and reducing anxiety, but they can be difficult for teachers to monitor and may not ensure individual student understanding. The relationship between classroom activities and real-world language use is emphasized.
Listening and speaking
The document provides context for an activity on the solar system for 10-12 year old students in the third stage of primary education. It outlines the aims and competencies based on Spanish education laws and decrees, including developing students' language skills, responsibility, cooperation, and respect for diversity. Methodological principles emphasize using the target language meaningfully, correcting errors discreetly, and creating a low-anxiety environment.
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CLASSROOM ACTIVITIES IN COMMUNICATIVE LANGUAGE TEACHING
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Students' use of social media for academic studies - The connecting bridge be...
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Organizing Communicative Interaction
- 1. Name: Geovanna Allauca Semester: Sixth “A”
- 2. Communicative interaction describes the interactive process that exists amongst members of an organization.
- 3. The aim of this stage is to give students the opportunity for the communicative use of the language that is being learned and practiced.
- 4. The teacher must design a task in which their students can share with others this information. So, he let them take part in a real communication asking and given information about themselves using the language.
- 5. There are many different types of activities. They provide speaking, listening, writing and reading practice as well as aiding production. A few ideas for activity types Games Role-plays Simulations Information Gaps
- 6. Mechanical practice e.g. Repetition drills
- 7. Meaningful practice e.g. Given a street map, students are asked question such us: Where is the book shop? Where is the bank? Communicative practice e.g. Students might have to draw a map of their neighbourhood and answer questions about the location of different places in their neighbourhood.
- 8. They have to assume the role of facilitator and monitor. To be available in case of problems. To be moved around to be informed how well they are using the language.
- 10. REFERENCES: http://www.createadvantage.com/glossary/communicative-interaction http://serc.carleton.edu/NAGTWorkshops/certop/imp_ssi.html www.bbcactivelanguages.com/talk/whyextra.htm http://www.brown.edu/about/administration/sheridan-center/teaching-learning/ effective-classroom-practices/interactive-classroom-activities TORRES, Monica. Basic Methodology for Teaching English.