ESCUCHA Y HABLA

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FORMACIÓN PARA EL TRABAJO QUINTO SEMESTRE

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ESCUCHA Y HABLA

  1. 1. 2 PRELIMINARES Esta publicación se terminó de imprimir durante el mes de junio de 2012. Diseñada en Dirección Académica del Colegio de Bachilleres del Estado de Sonora Blvd. Agustín de Vildósola; Sector Sur. Hermosillo, Sonora, México La edición consta de 1,126 ejemplares. COLEGIO DE BACHILLERES DEL ESTADO DE SONORA Director General Mtro. Julio Alfonso Martínez Romero Director Académico Dr. Manuel Valenzuela Valenzuela Director de Administración y Finanzas C.P. Jesús Urbano Limón Tapia Director de Planeación Ing. Raúl Leonel Durazo Amaya LISTENING AND SPEAKING Módulo de Aprendizaje. Copyright ©, 2011 por Colegio de Bachilleres del Estado de Sonora todos los derechos reservados. Tercera edición 2012. Impreso en México. DIRECCIÓN ACADÉMICA Departamento de Desarrollo Curricular Blvd. Agustín de Vildósola, Sector Sur Hermosillo, Sonora. México. C.P. 83280 COMISIÓN ELABORADORA: Elaborador: Jesús Moisés Galaz Duarte Revisión Disciplinaria: Edna Elinora Soto Gracia Corrección de Estilo: Diana Patricia Lugo Peñúñuri Apoyo Metodológico: Jesús Moisés Galaz Duarte Supervisión Académica: Mtra. Luz María Grijalva Díaz Diseño: María Jesús Jiménez Duarte Edición: Cynthia Deyanira Meneses Avalos Coordinación Técnica: Claudia Yolanda Lugo Peñúñuri Diana Irene Valenzuela López Coordinación General: Dr. Manuel Valenzuela Valenzuela
  2. 2. 3 PRELIMINARES Ubicación Curricular HORAS SEMANALES: 03 CRÉDITOS: 06 DATOS DEL ALUMNO Nombre: _______________________________________________________________ Plantel: __________________________________________________________________ Grupo: _________________ Turno: _____________ Teléfono:___________________ E-mail: _________________________________________________________________ Domicilio: ______________________________________________________________ _______________________________________________________________________ COMPONENTE: FORMACIÓN PARA EL TRABAJO CAPACITACIÓN PARA EL TRABAJO: IDIOMAS (INGLÉS)
  3. 3. 4 PRELIMINARES
  4. 4. 5 PRELIMINARES Presentación .........................................................................................................................................................7 Mapa de asignatura..............................................................................................................................................8 BLOCK 1: CONSIDERING PRONUNCIATION AND LISTENING SKILLS..............................................9 Didactic sequence 1: Pronunciation...................................................................................................................10 • Tongue twister.............................................................................................................................................11 • What is word stress?...................................................................................................................................13 • Rules of word stress in English...................................................................................................................14 • Word stress .................................................................................................................................................18 Didactic sequence 2: Listening skills .................................................................................................................29 • Reading ......................................................................................................................................................29 • Telephone game.........................................................................................................................................31 • Listening skills.............................................................................................................................................32 • Listening skills are critically important part of successful communication................................................35 • Listening is an active process involving three parts...................................................................................38 • Tips for improving listening skills................................................................................................................40 • Discussion article: “what are the keys to being a good listener?”.............................................................42 • The definition of listening skills ...................................................................................................................44 • Crossword puzzle .......................................................................................................................................47 BLOCK 2: IDENTIFYING TYPES OF SPEECH .....................................................................................53 Didactic sequence 1: Demonstrative speech/process speech or dialogue .....................................................54 • Understanding speech ...............................................................................................................................61 • How to outline a demonstrative speech.....................................................................................................63 • How to give a demonstrative presentation.................................................................................................64 Didactic sequence 2: Persuasive speech or dialogue.......................................................................................81 • A persuasive speech ..................................................................................................................................83 • Persuasive speaking topic mistakes ..........................................................................................................84 • Persuasive speaking is very similar to persuasive writing .........................................................................89 • Persuasive speech outline explained .........................................................................................................91 Didactic sequence 3: Entertainment speech or dialogue..................................................................................97 • How to develop an entertaining dialogue or speech topic ......................................................................100 BLOCK 3: BUILDING HEALTHY HABITS...........................................................................................111 Didactic sequence 1: Informative speech........................................................................................................112 • Informative speech or dialogue ...............................................................................................................114 • Informative speech topics ideas...............................................................................................................119 Didactic sequence 2: Instructional speech ......................................................................................................128 • How to deliver an “instructional speech” .................................................................................................131 • Informative speech topics ........................................................................................................................133 Bibliography ......................................................................................................................................................143 Índice
  5. 5. 6 PRELIMINARES
  6. 6. 7 PRELIMINARES “Una competencia es la integración de habilidades, conocimientos y actitudes en un contexto específico”. El enfoque en competencias considera que los conocimientos por sí mismos no son lo más importante, sino el uso que se hace de ellos en situaciones específicas de la vida personal, social y profesional. De este modo, las competencias requieren una base sólida de conocimientos y ciertas habilidades, los cuales se integran para un mismo propósito en un determinado contexto. El presente Módulo de Aprendizaje de la asignatura Listening and Speaking, es una herramienta de suma importancia, que propiciará tu desarrollo como persona visionaria, competente e innovadora, características que se establecen en los objetivos de la Reforma Integral de Educación Media Superior que actualmente se está implementando a nivel nacional. El Módulo de aprendizaje es uno de los apoyos didácticos que el Colegio de Bachilleres te ofrece con la intención de estar acorde a los nuevos tiempos, a las nuevas políticas educativas, además de lo que demandan los escenarios local, nacional e internacional; el módulo se encuentra organizado a través de bloques de aprendizaje y secuencias didácticas. Una secuencia didáctica es un conjunto de actividades, organizadas en tres momentos: Inicio, desarrollo y cierre. En el inicio desarrollarás actividades que te permitirán identificar y recuperar las experiencias, los saberes, las preconcepciones y los conocimientos que ya has adquirido a través de tu formación, mismos que te ayudarán a abordar con facilidad el tema que se presenta en el desarrollo, donde realizarás actividades que introducen nuevos conocimientos dándote la oportunidad de contextualizarlos en situaciones de la vida cotidiana, con la finalidad de que tu aprendizaje sea significativo. Posteriormente se encuentra el momento de cierre de la secuencia didáctica, donde integrarás todos los saberes que realizaste en las actividades de inicio y desarrollo. En todas las actividades de los tres momentos se consideran los saberes conceptuales, procedimentales y actitudinales. De acuerdo a las características y del propósito de las actividades, éstas se desarrollan de forma individual, binas o equipos. Para el desarrollo del trabajo deberás utilizar diversos recursos, desde material bibliográfico, videos, investigación de campo, etc. La retroalimentación de tus conocimientos es de suma importancia, de ahí que se te invita a participar de forma activa, de esta forma aclararás dudas o bien fortalecerás lo aprendido; además en este momento, el docente podrá tener una visión general del logro de los aprendizajes del grupo. Recuerda que la evaluación en el enfoque en competencias es un proceso continuo, que permite recabar evidencias a través de tu trabajo, donde se tomarán en cuenta los tres saberes: el conceptual, procedimental y actitudinal con el propósito de que apoyado por tu maestro mejores el aprendizaje. Es necesario que realices la autoevaluación, este ejercicio permite que valores tu actuación y reconozcas tus posibilidades, limitaciones y cambios necesarios para mejorar tu aprendizaje. Así también, es recomendable la coevaluación, proceso donde de manera conjunta valoran su actuación, con la finalidad de fomentar la participación, reflexión y crítica ante situaciones de sus aprendizajes, promoviendo las actitudes de responsabilidad e integración del grupo. Nuestra sociedad necesita individuos a nivel medio superior con conocimientos, habilidades, actitudes y valores, que les permitan integrarse y desarrollarse de manera satisfactoria en el mundo social, profesional y laboral. Para que contribuyas en ello, es indispensable que asumas una nueva visión y actitud en cuanto a tu rol, es decir, de ser receptor de contenidos, ahora construirás tu propio conocimiento a través de la problematización y contextualización de los mismos, situación que te permitirá: Aprender a conocer, aprender a hacer, aprender a ser y aprender a vivir juntos. Presentación
  7. 7. 8 PRELIMINARES Listening and speaking Block 1: Considering pronunciation and listening skills. Didactic sequence 1: Pronunciation. Didactic sequence 2: Listening skills. Block 2: Identifying types of speech. Didactic sequence 1: Demonstrative speech / Process speech or dialogue. Didactic sequence 2: Persuasive speech or dialogue. Didactic sequence 3: Entertainment speech or dialogue. Block 3: Building healthy habits. Didactic sequence 1: Informative speech. Didactic sequence 2: Instructional speech .
  8. 8. Tiempo asignado: 15 horas Considering pronunciation and listening skills. Competencias profesionales: 1. Realiza comprensiones oral y auditiva de diversos tipos de texto en otro idioma. 2. Realiza comprensión escrita y de lectura de diversos tipos de texto en otro idioma. 3. Realiza expresión o producción oral en otro idioma. 4. Realiza interacción o producción escrita de diversos tipos de texto en otro idioma. Unidad de competencia:  Infiere la correcta utilización de elementos importantes en el idioma Inglés.  Investiga y hace uso de elementos sencillos del lenguaje como son pronunciación, la habilidad de escuchar y el propósito de esta destreza; en situaciones sencillas de socialización, recreación y laboral. Atributos a desarrollar en el bloque: Durante el presente bloque se busca desarrollar los siguientes atributos de las competencias genéricas: 4.1 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas. 4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se encuentra y los objetivos que persigue. 4.3 Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir de ellas. 4.4 Se comunica en una segunda lengua en situaciones cotidianas. 4.5 Maneja las tecnologías de la información y la comunicación para obtener información y expresar ideas. 6.4 Estructura ideas y argumentos de manera clara, coherente y sintética. 7.1 Define metas y da seguimiento a sus procesos de construcción de conocimiento. 8.2 Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva. 10.3 Asume que el respeto de las diferencias es el principio de integración y de convivencia de los contextos loca, nacional e internacional.
  9. 9. 10 CONSIDERING PRONUNCIATION AND LISTENING SKILLS Didactic Sequence 1. Pronunciation. Start Up Activity 1. Look at the cartoon. Could you guess what a “tongue twister” is? Discuss your answer with two partners. 2. Write your conclusion here: _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ ________________________________________________________________________________________________ Activity: 1
  10. 10. 11 BLOCK 1 Get together in groups of three and practice the “Tongue-Twisters” given below. Remember that a tongue-twister is a sequence of words that is difficult to pronounce quickly and correctly. Even native English speakers find the tongue-twisters on this page difficult to say quickly. Each member of the team takes turns to try pronouncing the tongue twisters. Say them as fast as possible, but correctly! A proper copper coffee pot. Around the rugged rocks the ragged rascals ran. Long legged ladies last longer. Mixed biscuits, mixed biscuits. A box of biscuits, a box of mixed biscuits and a biscuit mixer! Peter Piper picked a peck of pickled pepper. Did Peter Piper pick a peck of pickled pepper? If Peter Piper picked a peck of pickled pepper, where's the peck of pickled pepper Peter Piper picked? Pink lorry, yellow lorry. Red leather, yellow leather, red leather, yellow leather. She sells sea-shells on the sea-shore. The sixth sick Sheik's sixth sheep is sick. [Sometimes described as the hardest tongue-twister in the English language.] Swan swam over the pond, Swim swan swim! Swan swam back again - Well swum swan! Three grey geese in green fields grazing. We surely shall see the sun shine soon. Now be creative and write you own tongue twister or if you have access to internet search for one. ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ Compare results with the rest of the teams. Then, memorize one the tongue twisters you analyzed and say it in front of the class. Have Fun! Activity: 1 (continuation)
  11. 11. 12 CONSIDERING PRONUNCIATION AND LISTENING SKILLS Evaluation Activity: 1 Product: Tongue twisters, group discussion, questionnaire and conclusions. Score: Knowledge Conceptual Procedimental Attitudinal Practices tongue twisters and discusses strengths and weaknesses of pronunciation in teams. Applies previous knowledge to identify strengths and weaknesses of English pronunciation. Shows openness to feedback provided by the teacher and classmates. Co-evaluation C MC NC Rating awarded by the teacher How did your team do on the activity? Excellent ______ Good _____ Not good ______ Bad _____ Why do you think you were _____________? _____________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ Were the tong twisters difficult to pronounce? Yes _____ No ______ Why? ____________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ What did you or your classmates do when you had pronunciation problems? ________________________________________________________________________________________________ Have you ever spoken to a native English speaker and have difficulties to understand him or her? Yes ___ No ____ What do you do when that happens? _________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Do you want to understand English better? Yes _____ No _____ What do you think you have to do to understand English better? __________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Do you want to speak English clearly and confidently? Yes _____ No _____ What would you do to speak English clearly and confidently? _____________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Activity: 1 (continuation)
  12. 12. 13 BLOCK 1 Development activities What is “Word Stress”? Word Stress refers to the process whereby particular syllables (or parts of words) are stressed within a whole word. In general, Sentence Stress is more of a consideration for overall fluency. Everybody wants to be able to speak English like a native speaker; However, English pronunciation is always a big problem to many learners. Bad English pronunciation may confuse people even if you use advanced English grammar. We can use simple words and simple grammar structures that make people understand you but we cannot use "simple pronunciation". On the other hand, good English pronunciation will make people understand you easily and be willing to listen to you! You will say that we learn English just for communication; although we speak English with a strong accent, native speakers can understand us, that's enough. But you should know it is not pleasant to listen to bad pronunciation! For example, if you are watching T.V. you may want to change the channel when a journalist covers a person who speaks English without good pronunciation, because that will make the reporter and sometimes even the interviewer feel uncomfortable although both may be able to speak English fluently as well. So, how to speak English clearly and confidently? There are two ways: practice and practice! First, practice speaking each word clearly then, practice speaking each sentence clearly. Bad pronunciation can be a serious problem if it negatively affects understanding, but we do not need to aim for native-speaker perfection. There is nothing wrong with sounding foreign, but it is important to be intelligible. Pronunciation is closely linked to the ear, and listening is a vital part of developing this area. Listening to a model on tape, CD or video, or using your own voice as a model will be the most effective way of doing this. Teachers will call upon you as a model, in some cases, very frequently. You need to recognize the value of being a native speaker of English and adventure it. Reading individual words aloud will help you a lot, because if you catch a mispronunciation you will be able to identify it. English is not Phonetic Always remember that English is not "phonetic". That means that we do not always say a word the same way that we spell it. Some words can have the same spelling but different pronunciation, for example: Audio: I like to read. Audio: I have read that book. Some words have different spelling but the same pronunciation, for example: Audio: I have read that book. Audio: My favorite color is red. Another aspect you should keep in mind is that English alphabet consists of 26 letters, but it has double that number of sounds: “52”. Knowing and recognizing the sounds will help you with good pronunciation. Of course, everybody knows that good pronunciation helps our speaking. But do you know that good pronunciation also helps our listening? How do you think this information affects your English pronunciation and listening skills? ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________
  13. 13. 14 CONSIDERING PRONUNCIATION AND LISTENING SKILLS Rules of word stress in English. There are two very simple rules about word stress: 1. One word has only one stress. That means that one word cannot have two stresses. If you hear two stresses, you hear two words. Two stresses cannot be one word. It is true that there can be a "secondary" stress in some words. However, a secondary stress is much smaller than the main [primary] stress, and is only used in long words. 2. We can only stress vowels, not consonants. These rules can help you understand where to put the stress; but don’t forget that there are many exceptions. It is recommended to try to "feel" the music of the language and to add the stress naturally ask your teacher for help. 1st RULE Stress on first syllable: Rule Example Most 2-syllable nouns PRESent, EXport, CHIna, Table Most 2-syllable adjectives PRESent, SLENder, CLEVer, HAPpy 1. Two syllable words: a) Noun/Adj. of 2 syllables: Stress 1st syllable: Ex: Student, table, sticker, happy, random, courage. Except: Machine, event. b) Verbs of 2 syllables, stress 2nd syllable: Ex: To admit, to intent, to construct. c) Verbs of 2 syllables ending with OW, EN, Y, EL, ER, LE, ISH: Stress 1st syllable. Ex: To open, to follow, to hurry, to struggle, to flatter, to finish. 2nd RULE Stress on last syllable: Rule Example Most 2-syllable verbs to preSENT, to exPORT, to deCIDE, to begin 2. Two or three syllable words stress 3rd syllable counting backwards: Ex: To celebrate, curriculum, to unify. Except: To develop, imagine, banana. English tip 1 There are many two-syllable words in English whose meaning and class change with a change in stress. The word present, for example is a two-syllable word. If we stress the first syllable, it is a noun (gift) or an adjective (opposite of absent). But if we stress the second syllable, it becomes a verb (to offer). More examples: the words export, import, contract and object can all be nouns or verbs depending on whether the stress is on the first or second syllable. Word Number of syllables dog dog 1 green green 1 quite quite 1 quiet qui-et 2 orange or-ange 2 table ta-ble 2 expensive ex-pen-sive 3 interesting in-ter-est-ing 4 realistic re-al-is-tic 4 unexceptional un-ex-cep-tio-nal 5
  14. 14. 15 BLOCK 1 3rd RULE Stress on penultimate syllable (penultimate = second from end): Rule Example Words ending in –ic GRAPHic, geoGRAPHic, geoLOGic Words ending in -sion and -tion teleVIsion, reveLAtion 3 suffixes: a) Stress before CIV (consonant-I-vowel). Ex: Australia, religious, physician. b) Stress before IC. Ex: Titanic, Panasonic, Pacific. Except: Rhetoric, lunatic, catholic, arithmetic, politics, Arabic. c) Stress on the following ending syllables: ADE, OO, OON, EE, EEN, EER, ESE, ISE, IZE, AIRE, SELF. Ex: Pickaboo, millionaire, cocoon, analyze, engineer, themselves. d) Stress before TION, TAL. Ex: Tradition, continental. 4th RULE Stress on ante-penultimate syllable (ante-penultimate = third from end): Rule Example Words ending in -cy, -ty, -phy and –gy deMOcracy, dependaBIlity, phoTOgraphy, geology Words ending in –al CRItical, geological 4th RULE Compound words (words with two parts): Rule Example For compound nouns, the stress is on the first part BLACKbird, GREENhouse For compound adjectives, the stress is on the second part bad-TEMpered, old-FASHioned For compound verbs, the stress is on the second part to underSTAND, to overFLOW English tip 2 For a few words, native English speakers don't always "agree" on where to put the stress. For example, some people say teleVIsion and others say TELevision. Another example is: CONtroversy and conTROversy.
  15. 15. 16 CONSIDERING PRONUNCIATION AND LISTENING SKILLS Evaluation Activity: 2 Product: Drawings and writing. Score: Knowledge Conceptual Procedimental Attitudinal Identifies strengths and weaknesses through a listening skills activity. Practices listening skills and identifies strengths and weaknesses. Shows openness to feedback provided by the teacher and classmates. Auto-evaluation C MC NC Rating awarded by the teacher Listen carefully and pay attention to the instructions. Identify the order given. The audio will be played to you ONCE. Follow whatever you hear and make or do what is required. After your listening exercise, your teacher will draw and write each sentence on the board. Then, compare your work with your teacher and classmates’ drawings and sentences. Activity: 2
  16. 16. 17 BLOCK 1 Focus on the following English vowels pronunciation table for Spanish speakers. Identify and practice vowels in pairs and provide feedback to each other. Letter Pronunciation Observations Examples A Ei a) When it is tonic at the end of syllable or followed by consonant and silent e. b) Before mb, nci, ng, ste. Fate, Agent, Chamber, Ancient, Change, Waste O a) Before l or ll. b) Before or after w. Already, water A Before r. Far E I When it is tonic at the end of syllable or followed by consonant and silent e. Scene, Me, The E In other words sometimes it sounds like open e and others as closed French e sound. Meridian, Meter I Ai a) When it is tonic at the end of syllable or followed by consonant and silent e. b) Before gh, ght, gn, ld, nd. c) In some monosyllables and voices that precede one or more consonants followed by silent e. Pine, Idol, Idle, High; Night , Sign; Mild, Find, I, Biography Globalize License I d) When it is not followed by silent e. Pin, Fin Ae e) When it is followed by r. Sir; First O Ou a) When it is tonic at the end of syllable or followed by consonant and silent e. b) Before ld, lt, st. Vote, open, bold; bolt; most O c) When it is not followed by silent e. Boy, toy Ae d) In the words of more than one syllable or terminations tion. Admiration U e) In some cases such as: f) With the following verbs: who; do; woman to prove; to move; to lose U Iu a) When it is tonic at the end of syllable or followed by consonant and silent e. Tune, Usual U b) In the following words: rule; bull; crude; put; true Iú c) At the end of a strong syllable and when it is preceded by a consonant followed by silent e. pupil; tube; duty I d) In some words such as: busy; building Evaluation Activity: 3 Product: Pronunciation practice. Score: Knowledge Conceptual Procedimental Attitudinal Analyzes the rules of pronunciation and communicates them to classmates. Determines and applies listening skills and English pronunciation skills. Appreciates pair work and shows openness to feedback provided by the teacher and classmates. Co-evaluation C MC NC Rating awarded by the teacher Activity: 3
  17. 17. 18 CONSIDERING PRONUNCIATION AND LISTENING SKILLS Write the stressed syllable with capital letters. Word Stress Pattern tea-cher beau-ti-ful un-der-stand con-ti-nue con-ti-nu-a-tion black-board Stress determines vowel pronunciation. Stressed syllables have the full vowel sound, and unstressed have reduced vowels. Find on your dictionary 5 words and fill in the chart with their vowels sounds and patterns. Word Vowel sounds Pattern Banana Photograph Photography Photographer Work with a partner and practice pronunciation of stressed syllables. de.SIGN a.BOUT AF.ter CA.na.da graf.FI.ti in.DIF.fe.rent A.ri.zo.na a.VAI.la.ble ca.fe.TE.ri.a LA.bo.ra.to.ry va.NIL.la u.ni.VER.si.ty Evaluation Activity: 4 Product: Word stress practice. Score: Knowledge Conceptual Procedimental Attitudinal Recognizes stressed words to be practiced with a partner. Applies his/her knowledge in oral practice. Shows ability and positive attitude when listening to feedback. Co-evaluation C MC NC Rating awarded by the teacher Stressed syllables are longer, louder, and higher pitched. They have a full, clear vowel. Unstressed Syllables are softer, shorter, with neutral pitch. Now In pairs, identify and practice the following. Activity: 4
  18. 18. 19 BLOCK 1 Evaluation Activity: 5 Product: Listening practice. Score: Knowledge Conceptual Procedimental Attitudinal Recognizes information through a listening exercise. Applies his/her listening skills when identifying sentences. Shows ability and positive attitude when listening. Is opened to feedback. Auto-evaluation C MC NC Rating awarded by the teacher Listen to the sentences attentively. Underline the sentence that you hear and then choose the corresponding answer. 1. "Why doesn't he like the desert?" or "Why doesn't he like the dessert?" a. It's too dry. b. It's too sweet. 2. "What does he think of Europe?" or "What does he think of your rope?" a. It's a wonderful place to go. b. It's not strong enough. 3. "Is it elementary?" or "Is it a lemon tree?" a. No, it's very advanced. b. No, it's an orange tree. 4. "I like that greenhouse very much." or "I like that greenhouse very much." a. Really? Can you see many plants there? b. Really? I like the blue one. 5. "What does "eligible" mean?" or "What does "illegible" mean?" a. It means qualified. b. It means difficult to read. 6. "Tom likes pineapples." or "Tom likes pie and apples." a. Yes, they are his favorite fruit. b. Yes, he always eats them for breakfast. Activity: 5
  19. 19. 20 CONSIDERING PRONUNCIATION AND LISTENING SKILLS Evaluation Activity: 6 Product: Presentation about the chosen topic and evaluation rubric. Score: Knowledge Conceptual Procedimental Attitudinal Recognizes information through a listening exercise. Applies his/her listening skills when identifying word stress. Shows ability and positive attitude when listening words and Is opened to feedback. Auto-evaluation C MC NC Rating awarded by the teacher Write on the line the syllable that you expect to be stressed for items 1-5. Then listen to the audio and check your answers by identifying the correct stress. 1. Blackboard ________________________ 2. Bluebird ________________________ 3. Toothbrush ________________________ 4. Bookstore ________________________ 5. Keyboard ________________________ 6. Read the note that's on the ________________ a. blackboard b. black board 7. There's a lovely ___________ on the birdfeeder. a. bluebird b. blue bird 8. Sara works in a __________. a. greenhouse b. green house Activity: 6
  20. 20. 21 BLOCK 1 Evaluation Activity: 7 Product: Word stress exercise. Score: Knowledge Conceptual Procedimental Attitudinal Practices word stress by answering the exercise Applies his/her knowledge by answering a questionnaire. Shows ability and positive attitude and is opened to feedback. Auto-evaluation C MC NC Rating awarded by the teacher Choose the correct answer for the questions below. 1. Which 2-syllable word has a different stress pattern from the others? a) Police. b) Mother. c) Student. d) Money. 2. Which 2-syllable word has a different stress pattern from the others? a) Career. b) Shampoo. c) Balloon. d) Problem. 3. Which 3-syllable word has a different stress pattern from the others? a) Cinema. b) Saturday. c) Umbrela. d) Manager. 4. Which 3-syllable word has a different stress pattern from the others? a) Potato. b) Paragraph. c) Computer. d) Professor. 5. Which of these adjectives beginning with ‘un’ or ‘in’ has the stress on the final syllable? a) Informal. b) Unhappy. c) Unfriendly. d) Unemployed. 6. In which sentence does the speaker want to tell us that John’s car is not second hand? a) John’s bought a new car. b) John’s bought a new car. c) John’s bought a new car. d) John’s bought a new car. Activity: 7
  21. 21. 22 CONSIDERING PRONUNCIATION AND LISTENING SKILLS Evaluation Activity: 8 Product: Crossword puzzle and listening activity. Score: Knowledge Conceptual Procedimental Attitudinal Analyzes information from an audio. Orders, prepares and presents puzzle to the class. Applies his/her knowledge, when answering a crossword puzzle. Shows positive attitude when listening and is opened to feedback. Auto-evaluation C MC NC Rating awarded by the teacher Listen to the audio carefully and complete the crossword. Ask your teacher if you need help for a "Hint" to get a free letter. (Once). Across 1: She enjoys working on that __________. 4: That __________ is beautiful. 5: You can learn a lot from __________. 6: She enjoys working on that __________. 7: John has a __________ problem. 8: You can learn a lot from __________. 10: That __________ is beautiful. 11: How do you spell __________? Down 2: Anna lives in __________. 3: Anna lives in __________. 7: John has a __________ problem. 9: How do you spell __________? Word List: dessert / desert / committee / comedy / Missouri / misery / Oregon / organ / history / his story / personal / personnel Activity: 8
  22. 22. 23 BLOCK 1 Closing Activities K-W-L Chart. Before you begin your closing activity, fill in the following KWL chart with information you have learned about pronunciation. Complete the third column after finishing this activity.
  23. 23. 24 CONSIDERING PRONUNCIATION AND LISTENING SKILLS Evaluation Activity: 9 Product: Crossword puzzle and listening activity. Score: Knowledge Conceptual Procedimental Attitudinal Analyzes information from an audio. Orders, prepares and presents puzzle to the class. Applies his/her knowledge, when answering a crossword puzzle. Shows positive attitude when listening and is opened to feedback. Co-evaluation C MC NC Rating awarded by the teacher 1. Listen to your teacher pronouncing each word. Then underline the stressed syllable: 1 mother 2 America 3 computer 4 guarantee 5 paper 6 machine 7 answer 8 introduce 9 visitor 10 about 11 afraid 12 another 13 telephone 14 Japan 15 hotel 16 Hong Kong 17 animal 18 between 19 hairdresser 20 China 2. Choose 20 words from a dictionary and write with capital letters the stressed syllables. 3. Use the words you used on previous chart and practice pronunciation in pairs. Activity: 9 Word Stress
  24. 24. 25 BLOCK 1 Silent B B is not pronounced when following M at the end of a word. Climb / crumb / dumb / comb Silent C C is not pronounced in the ending "scle" Muscle Silent D D is not pronounced in the following common words: Handkerchief / sandwich / Wednesday Silent E E is not pronounced at the end of words and usually makes the vowel long. Hope / drive / gave / write / site Silent G G is often not pronounced when followed by an N Champagne / foreign / sign / feign Silent GH GH is not pronounced before T and at the end of many words Thought / through / daughter / light / might / right / fight / weigh Silent H H is not pronounced when following W. Some speakers whisper the H before the W. What / who / when / where / whether / why Silent H H is not pronounced at the beginning of many words. Use the article "an" with unvoiced H. Here are some of the most common: Hour / honest / honor / heir / herb Pronounced H H is pronounced at the beginning of these common words. Use the article "a" with voiced H. Hill / history / height / happy / hangover Silent K K is not pronounced when followed by N at the beginning of a word. knife / knee / know / knock / knowledge Silent L L is often not pronounced before L, D, F, M, K. Calm / half / salmon / talk / balk / would / should Silent N N is not pronounced following M at the end of a word. Autumn / hymn Silent P P is not pronounced at the beginning of many words using the suffix "psych" and "pneu". Psychiatrist / pneumonia / psychotherapy / psychotic Silent S S is not pronounced before L in the following words: Island / isle Silent T T is not pronounced in these common words: Castle / Christmas / fasten / listen / often / whistle / thistle Silent U U is not pronounced before after G and before a vowel. Guess / guidance / guitar / guest Silent W W is not pronounced at the beginning of a word followed by an R. Wrap / write / wrong Silent W W is not pronounced with these three pronouns: Who / whose / whom Study the following list of common letter combinations with silent letters. This list contains most of the silent letters that give English as second language students, difficulties. Activity: 10
  25. 25. 26 CONSIDERING PRONUNCIATION AND LISTENING SKILLS 1. In pairs, search in a dictionary for at least three different words for each category presented above. Silent B 1. 2. 3. Silent H 1. 2. 3 Silent P 1. 2. 3 Silent C 1. 2. 3 Silent H 1. 2. 3 Silent S 1. 2. 3 Silent D 1. 2. 3 Silent H 1. 2. 3 Silent T 1. 2. 3 Silent E 1. 2. 3 Silent K 1. 2. 3 Silent U 1. 2. 3 Silent G 1. 2. 3 Silent L 1. 2. 3 Silent W 1. 2. 3 Silent GH 1. 2. 3 Silent N 1. 2. 3 Silent B 1. 2. 3 2. In pairs practice the stress with the words you used. 3. Prepare a power point presentation including the words with stressed syllables in capital letters and appropriate pictures. 4. Include an audio recorder with the correct pronunciation of the words used in the presentation. (Complete this final step by yourselves and record your voice). Don’t forget the following word stress rules when working on your product. Group 1: Two syllable adjectives & nouns have the stress on the first syllable. Group 2: Words that can be used as verbs & nouns: the verbs take the stress on the second syllable, while the nouns take it on the first syllable. Group 3: The suffix takes the stress with these 'foreign' suffixes. Group 4: Words with the suffix '-ic', '-tion' have the stress on the penultimate syllable. Group 5: Words with the suffix '-ty', -phy' have the stress on the ante-penultimate syllable. Group 6: Compounds - adjective + noun - stress is on the second element. Group 7: Compounds - noun + noun - stress is on the first element.
  26. 26. 27 BLOCK 1 Instructions for listening and evaluating: I. Pay attention to other teams finished recording and presentation. II. Using the rubric bellow evaluate your team’s work and provide some feedback to improve it. Assign from 1 to 10 points (1 being the lowest mark) for each criterion. III. Record your team’s evaluations and email the audio file to a person assigned by your teacher. Include specific examples or comments to support your evaluation. Send a copy to your instructor; he/she will follow up with her/his feedback. Example: You may say something like this. “Your clarity of speech is 4. I recommend that you speak a bit louder, I could not make out the second sentence”, or “Your enthusiasm is 9: you sound very engaged in the task.” Do not forget to include the following in your audio recording: 1. The name of the reviewer. 2. The name of the author of the original recording. 3. Total points assigned (out of ___). 4. Additional comments.
  27. 27. 28 CONSIDERING PRONUNCIATION AND LISTENING SKILLS Criteria Description 1 2 3 4 5 6 7 8 9 10 Clarity of speech: Are some words hard to understand? Do they mumble? Are word endings or beginnings too quiet or unclear? Enthusiasm: Is their voice lively, interesting and enthusiastic or do you sound bored? Do they sound angry or too formal? Does their tone express their feeling? Listening skills: Was the task clearly understood and directions followed accurately? Are all components there? Accuracy (grammar): What word order, verb tense or word choice problems did you notice? Are there any other grammar mistakes? Fluency: Is their pronunciation smooth, or do they hesitate and pause a lot? Do they repeat words and start over a lot? Do these pauses/hesitations interfere with their ability to communicate? Do they speak too quickly or too slowly? Organization of ideas: Is their pronunciation clear and easy to follow? Could anyone understand them? Is their pronunciation coherent? Content: How relevant is the information they shared to the task? Is the meaning of the words clearly demonstrated through audio (note: only for the dictionary task)? Is information complete? Pronunciation: How was your rhythm? How was their word or sentence stress? Did you notice any word stress problems? How was their intonation? Did you notice any problems with specific sounds? Evaluation Activity: 10 Product: Multi task activity, power point presentation and evaluation rubric. Score: Knowledge Conceptual Procedimental Attitudinal Prepares and presents a power point presentation to the class. Applies pronunciation knowledge with the team and presents rubric about the work. Values with a positive attitude when listening and presenting ideas. Is opened to feedback. Co-evaluation C MC NC Rating awarded by the teacher
  28. 28. 29 BLOCK 1 Didactic Sequence 2. Listening skills. Start Up Activities Split up the class and work with a partner. Decide who is St (student) 1 and St 2. St 1 reads the news article to St 2, while St 2 displays poor listening behavior such as jiggle, looking around, interrupting to ask questions and making inappropriate facial expressions. Activity: 1 Hunt for the true Mona Lisa begins FLORENCE, Italy | Fri Apr 29, 2011 4:16am EDT (Reuters) Researchers have begun their hunt for the remains of the woman who might have been the model for Leonardo da Vinci's Mona Lisa, hoping to unravel a mystery that has baffled art historians for over five centuries. A team of experts armed with a special radar device descended this week on a dilapidated convent in Florence where they believe the body of the woman who modeled for da Vinci back in the 16th century is buried. The real Mona Lisa, Italian art historians say, was Lisa Gherardini, the wife of a rich Florentine silk merchant named Francesco del Giocondo who is thought to have commissioned the portrait although there is no definitive proof of this. The researchers say that if they can find her skull, they will be able to reconstruct her face and compare it with the painting. The true identity of Mona Lisa and her enigmatic smile have intrigued art lovers around the world. According to the Louvre museum in Paris, where the painting is on display, the portrait was likely painted in Florence between 1503 and 1506 and could have been commissioned to mark one of two events: either when Gherardini and her husband bought their house or when their second son was born. The key to solving the mystery may lie at the Saint Orsola convent, a structure in central Florence almost reduced to ruins. Using radar equipment which can identify objects underground, scientists are scanning the floor in the small church to pinpoint areas where they may start digging for Gherardini's remains. "We have a document confirming the burial of Gherardini in 1542 here in the convent" said Silvano Vinceti, head of the National Committee for the Promotion of Historic and Cultural Heritage. Researchers say Gherardini spent the last years of her life at the convent, looked after by her two daughters who were nuns, and was buried there. "To be sure we have to find the DNA in her bones, and once we have found that we can compare it with the DNA of her children who are buried at the Santissima Annunziata convent," said Professor Francesco Mallegni, a paleoanthropologist. Vinceti has been studying the painting for months and recently claimed to have found symbols hidden in the portrait. He says Gherardini might have been an early model for the Mona Lisa but that da Vinci was also probably inspired by the face of his young male apprentice, Gian Giacomo Caprotti, who some say was also his lover. It is not clear how long the project to study Gherardini's remains will need before coming to any conclusion but some of her descendants have already expressed skepticism. "Let her rest in peace. What could finding her remains change to the charm of Leonardo's painting? To look for her bones seems a sacrilege to me," said one of them, actress and writer Natalia Strozzi. (Writing by Eleanor Biles and Silvia Aloisi; Editing by Steve Addison).
  29. 29. 30 CONSIDERING PRONUNCIATION AND LISTENING SKILLS When you are done, St 2 then explains the article that was just read to him or her, back to St 1. This time, St 1 should display positive listening skills, such as making eye contact, sitting still, making appropriate facial nods and taking notes and waiting until the end to ask questions. After finishing the activity review the article together, and identify things that St. 2 missed because he wasn't listening closely. Discuss the activity and share your opinion with other pairs. This exercise will demonstrate you how important it is to use proper listening behaviors to understand the message being conveyed. Use the following rubric to evaluate your partner both good and bad listening skills. Good listeners 4 3 2 1 Bad listening 4 3 2 1 1. Defer their judgment more controlled listen for the other person Say something new and useful. 1. “Tune out” the other person at the beginning (i.e., become prejudiced without giving the speaker a chance). 2. Pay most attention to content – do not allow grammar or speaking skills to supersede the substance of the message. 2. Are quick to criticize grammar and /or speaking skills. Attention is directed to form rather than content. 3. Listen completely first then plan their own response. 3. Spend the time getting ready to talk instead of listening. 4. Have become more mature in their listening habits – they listen for the main idea the principle(s) being presented. 4. Tend to listen mainly for facts. (i.e., expend their energy trying to memorize), a grade school habit. 5. Separate facts from principles concentrate on remembering principles. They don’t worry about committing all information to memory. 5. Try to outline or take in everything. Try to remember everything. Misdirect their attention to perfection. 6. Work at keeping attentive. They are aware of their human tendency to fake listening. 6. Fake attention, sometimes it’s an unconscious habit. When they find active listening is really hard work, they try to avoid the work by faking. 7. Do one thing at a time. They realize listening is a full-time job and they give their full attention to listening. 7. Create distractions (i.e., try to do something else while listening), apparently believing hearing is listening. 8. 8. Have confidence that they will be able to understand if they only listen carefully and ask questions. 8. Give u too soon when they realize they have to actively work at understanding when listening. 9. Feel their honest anger, but control it do not allow their emotional reactions to govern their behavior. Their intellect is more “in charge”. 9. Tend to get distracted by emotional words; don’t control their attention or emotional priorities consciously; and sometimes lose their temper. 10. Keep their mental energies on the subject by practicing listening techniques. 10. Are not aware of the talking/listening “speed limits” mismatch. Waste thought power and get lost in tangential thinking. Excellent 4 / Proficient 3 / Satisfactory 2 / Limited 1 Evaluation Activity: 1 Product: Listening memory skills develop practice and evaluation rubric. Score: Knowledge Conceptual Procedimental Attitudinal Applies comprehension and listening memory skills in the pair work. Practices his/her oral and listening skills by reading a text in pairs. Collaborates and appreciates pair work. Shows positive attitude when listening and presenting ideas. Is open to feedback. Co-evaluation C MC NC Rating awarded by the teacher
  30. 30. 31 BLOCK 1 Evaluation Activity: 2 Product: Discussion, game and flipchart with conclusions. Score: Knowledge Conceptual Procedimental Attitudinal Identifies and applies his/her listening and oral skills when participating in a game and presents solutions to listening difficulties using a flipchart. Applies, collaborates and shows positive attitude when working in group and is opened to feedback. Collaborates and appreciates team’s work and shows positive attitude. Is open to feedback. Co-evaluation C MC NC Rating awarded by the teacher Telephone game. Your teacher will take one of your classmates out of the classroom. Then, the teacher will tell him/her a message related to the lesson silently. The student comes back come to the classroom and whispers the message to the classmate your teacher assigned. This student repeats the action with the classmate behind him/her. The teacher determines when to stop the process and the last students is asked to comment to the rest of the class what he/she was told. Finally, compare the final message to the original. Write here the final message. Write here the original message. Write what you think about your listening skills and your partner’s then share your ideas to the class. What could have been done to make sure the story stayed the same all the game? Discuss it. Then, present and explain your ideas using a flip chart in groups of four. Activity: 2
  31. 31. 32 CONSIDERING PRONUNCIATION AND LISTENING SKILLS Development activities Listening skills. Listening skills are very important. They help us with maintaining good relations with other people. They are also important in business, workplace and classroom. When you are in meetings or attending an important lecture, here too they play an important role so that you do not miss out on the important points. Many people do not have good listening skills as they do not pay much importance to it. As a result, they find their attention wavering away easily from the current conversation. So, how to improve listening skills? Here are 2 simple exercises to improve listening skills: 1. Whenever you are listening to somebody speak, make it a habit to give oral acknowledgments like 'I see', 'I understand' etc. And then occasionally summarize in your own words what you understood of whatever was said by the other person. Summarizing the conversation in your own words every now and then, helps you in two ways; first thing, it keeps you actively involved in the conversation thus preventing your attention from wandering away, secondly, it can help in preventing any misunderstandings because if you understood something incorrectly then the speaker can correct you when you are repeating in your words what he/she has said. 2. Ask questions: Ask questions whenever you need clarification for anything or you do not properly understand what was said. Asking questions can help keep the conversation alive, prevent misunderstandings, and also help in developing your listening skills. There are a lot of factors which affect how much attention we can pay to the other person. The main thing to remember is that the more actively involved you are in a conversation, the easier it is to pay proper attention to it. You can be actively involved in any conversation by asking relevant questions, discussing your own point of view on the topic, acknowledging and summarizing in your own words etc. The main purpose of all good exercises is to develop in you the active listening. Article Source: http://EzineArticles.com/845402
  32. 32. 33 BLOCK 1 Evaluation Activity: 3 Product: Flipchart and evaluation rubric. Score: Knowledge Conceptual Procedimental Attitudinal Analyzes an article, prepares and presents in teams a flipchart to be presented to the class. Applies and uses his/her previous knowledge to present the team’s ideas orally. Collaborates and shows positive attitude when working in group and is open to feedback. Co-evaluation C MC NC Rating awarded by the teacher Discuss the previous article and elaborate a map with the information provided in groups. Use the template below or one of your own to create the map. Then, present it to the rest of the class using a flipchart. Finally, evaluate a team your teacher will assign you with the rubric on next page. Activity: 3
  33. 33. 34 CONSIDERING PRONUNCIATION AND LISTENING SKILLS Effective listener rubric Superior 5 Advanced 4 Proficient 3 Needs Improvement 2 Unacceptable 1 Listens responsibly Demonstrates thorough understanding of content and a mature acceptance of speaker’s right to express challenging or new viewpoints. Consistently demonstrates active listening skills. Demonstrates extensive understanding of content and routinely demonstrates active listening skills. Demonstrates satisfactory understanding of content and usually demonstrates active listening skills. Demonstrates some understanding of content and occasionally demonstrates active listening skills. Demonstrates very little understanding of content and rarely demonstrates active listening skills. Listens to gain information Interprets meaning from auditory input and accurately summarizes the main ideas to be applied to a specific purpose or task. Extracts supporting ideas as well as basic information from auditory input and uses the information for a specific purpose or task. Extracts basic information from auditory input and uses the information for a specific purpose or task. Extracts information from a variety of auditory input, but misses some key points critical to the specific purpose or task. Fails to extract sufficient information from auditory input to participate in the specific purpose or task. Listens to analyze information Extracts and analyzes relevant information, identifies speaker’s purpose and point of view, evaluates for validity and clarity, interprets auditory subtleties and applies the information for a specific purpose or task. Extracts and interprets relevant information, identifies speaker’s purpose and point of view, distinguishes auditory subtleties and applies the information for a specific purpose or task. Extracts most relevant information, usually identifies speaker’s purpose and point of view, recognizes obvious auditory subtleties uses the information gained to adequately fulfill the specific purpose or task. Extracts basic information, identifies speaker’s purpose and point of view with assistance, misses many auditory subtleties and some key points necessary to complete the specific purpose or task. Fails to extract information, unable to identify speaker’s purpose and point of view, shows little or no evidence of understanding differences in information. Virtually all analysis offered is unsuccessful or in error. Listens to follow directions Always absorbs multi-step instructions, anticipates and makes inferences from these instructions and draws logical conclusions. Consistently and effectively follows clear multi-step instructions; seeks clarifications when necessary; and anticipates or makes inferences from these instructions. Usually follows clear multi-step instructions; seeks clarification when needed; and anticipates or makes inferences from these instructions. Sometimes follows clear multi-step instructions, but generally needs instructions repeated if they have not been fully understood and only occasionally anticipates or makes inferences from these instructions. Rarely follows multi-step instructions/ often requires assistance or needs to have them repeated before attempting to carry them out. Total score
  34. 34. 35 BLOCK 1 A good listener is not only popular everywhere, but after a while he knows something. - Wilson Mizner. Listening skills are a critically important part of successful communication. Most days we spend a lot of our time talking and listening. Improving listening skills will not only help you at school but it will most likely improve your relationships, both familiar and friendly. There is a big difference between listening and hearing. In conversation, listening and hearing are related but also very different. Hearing is the physical act of words being detected by your ears. Listening is making sense of those words and understanding their meaning. Listening is a skill that can be improved with practice and there are many rewards for developing your ability to listen. It is common to be engaged in a conversation where everyone is competing to share their ideas and to be heard. Improving our listening skills will not only help us, but enable us to help others. What are the benefits of being a good listener? Good listening skills will improve your ability to develop relationships and make you more productive in practically anything you do. The ability to listen and clearly understand will allow you to: 1. Develop relationships to a deeper level. 2. Understand what is expected of you - at school, home and with friends. 3. Be a better team player. 4. Be an effective problem solver. 5. Better support people who need your help.
  35. 35. 36 CONSIDERING PRONUNCIATION AND LISTENING SKILLS Answer the following questionnaire. 1. Has anybody ever gotten mad at you because you weren't listening to him/her? What happened? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 2. How does it feel when someone won’t listen to your ideas or opinions? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 3. What are some reasons why people don't listen? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 4. What's wrong with not listening when someone is talking to you? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 5. How can not listening create hard feelings between friends? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 6. Is there a difference between hearing and listening? What is the difference? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 7. Have you ever had a bad misunderstanding because you didn't listen carefully or because somebody didn't listen carefully to you? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 8. How can listening carefully help friendship? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 9. When somebody is not listening to you, what can you do to get them to listen? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Activity: 4
  36. 36. 37 BLOCK 1 Novice 2 / 0 Apprentice 3 / 2 Proficient 4 / 3 Distinguished 5 / 4 Content/Knowledge Structure No structure Confusing Limited Lacks continuity Lacks precision Good Precise Concise Framework is well defined Excellent Linkage Content/Knowledge Research No evidence Limited Research undertaken Well Researched Excellent research Acknowledgements made Verbal: Voice Poor usage Needs extensive work Clarity needs work Clear tone, pitch appropriate Excellent pause, pitch, tone and pace used to aid understanding Verbal: Language Inconsistent Shows limited consistency Concise Appropriate for audience Excellent articulation of ideas Clever use of language Non-verbal: Body language Poor No eye contact Needs work Limited eye contact Good use Eye contact used Used to enhance performance and purpose Non-verbal: Notes Reads from notes entirely Relies heavily on notes Limited use of notes for prompts Use notes effectively Non-verbal: Use of technology Not used Limited use Appropriate use Excellent use Adds meaning to presentation Non-verbal: Audience response Disengaged Limited engagement Engaged Engaged High/active participation Total Evaluation Activity: 4 Product: Power point and evaluation rubric. Score: Knowledge Conceptual Procedimental Attitudinal Prepares and presents in teams a power point presentation and an oral production for class. Applies and uses his/her knowledge presented in an oral performance with the team’s ideas. Collaborates and appreciates team’s work and shows positive attitude by listening and delivering team’s ideas. Is open to feedback. Co-evaluation C MC NC Rating awarded by the teacher Discuss the answers of the questionnaire in groups of five. Then, present an oral report (2/3 minutes) using a power point presentation as resource about the text you previously read, “Listening skills are a critically important part of successful communication”. Remember to integrate your conclusions in the presentation besides the text information. Evaluate the activity with the rubric provided. Your teacher will assign a team to evaluate to your own team. Activity: 4 (continuation)
  37. 37. 38 CONSIDERING PRONUNCIATION AND LISTENING SKILLS Listening is an active process involving three parts. 1) Hearing. This is the physical aspect of your body receiving and interpreting sounds. You may hear these words as part of a conversation "... so I recommend selling ..." and yet have no idea what it is you are meant to sell. Hearing is critical to listening, but it is only the first part. 2) Understanding. This is where your brain processes the words that you hear and derives meaning from them in the context of the entire conversation. Not only do you develop understanding of what you are hearing, information is communicated to you at this stage. In the above example, you may now be aware that the person is talking about the future profitability of an investment choice and that she thinks that it is in your best interests to sell now. 3) Response. Once you understand what you are hearing, the last part is responding. Responding in a conversation shows that you have heard what was said and that you understand the intent of the speaker. Responding may involve making a decision to act on the information you have understood and perhaps replying with your opinion or comments. Continuing with the example, you may now be in a position to agree with the other person and act on the advice to sell. You may disagree and enter into further conversation to dig deeper into the reasons why she is recommending selling.
  38. 38. 39 BLOCK 1 Here are some benefits you can get from improving your listening skills. Truly hearing and understanding what is being said around you can have profound consequences on your success, not just at work, but at home and while you are out with friends. Remember, being a good listener is often considered more important than showing people that you know how to speak. Perhaps the most important reason is to be able to win friends and influence people. Good listeners are rare. Develop your skills and your value as a friend or work colleague will increase. They will help you to be considered a brilliant conversationalist. Good listeners can avoid saying the wrong thing and appearing to be tactless. To help soften harsh feelings. The most expressive critic can often be subdued by a patient listener. Letting someone else "talk themselves out" can often be the solution to an otherwise tense situation. To better understand people feelings. Do this by encouraging them to talk about themselves then listen, really listen to what they have to say. To increase the other person's confidence and level of interest in you. To be interesting and attractive to others, first try be interested in what they have to say.
  39. 39. 40 CONSIDERING PRONUNCIATION AND LISTENING SKILLS Tips for improving listening skills. Listen carefully so that you will be able to truly understand the message being spoken by the other person. Listening carefully will let you understand and be able to evaluate the information you are hearing. Try these tips when listening: •You can't hear if YOU do all the talking. Don't talk too much. •Think about the topic in advance, if possible. Be prepared to listen. •Listen with empathy. See the situation from the other's point of view. Try to put yourself in their shoes. Be mentally and physically prepared to listen. Put other thoughts out of your mind. Your attention will be diverted from listening if you try to think of answers in advance. •Avoid stereotyping individuals by making assumptions about how you expect them to act. This will bias your listening. •Listen to how something is said. Be alert for what is left unsaid. •Make certain everyone involved gets an opportunity to voice their opinions. If you can pull it off, don't let one person dominate the conversation. Ask questions that will involve the quiet ones. •Face those you are talking with, lean slightly forward, and make eye contact. Use body to show your interest, concern. Be courteous; don't interrupt. Take notes if you worry about forgetting a particular point.
  40. 40. 41 BLOCK 1 Novice 2 / 0 Apprentice 3 / 2 Proficient 4 / 3 Distinguished 5 / 4 Content/Knowledge Structure No structure Confusing Limited Lacks continuity Lacks precision Good Precise Concise Framework is well defined Excellent Linkage Content/Knowledge Research No evidence Limited Research undertaken Well Researched Excellent research Acknowledgements made Verbal: Voice Poor usage Needs extensive work Clarity needs work Clear tone, pitch appropriate Excellent pause, pitch, tone and pace used to aid understanding Verbal: Language Inconsistent Shows limited consistency Concise Appropriate for audience Excellent articulation of ideas Clever use of language Non-verbal: Body language Poor No eye contact Needs work Limited eye contact Good use Eye contact used Used to enhance performance and purpose Non-verbal: Notes Reads from notes entirely Relies heavily on notes Limited use of notes for prompts Use notes effectively Non-verbal: Use of technology Not used Limited use Appropriate use Excellent use Adds meaning to presentation Non-verbal: Audience response Disengaged Limited engagement Engaged Engaged High/active participation Total Evaluation Activity: 5 Product: Power point or mind map and evaluation rubric. Score: Knowledge Conceptual Procedimental Attitudinal Analyzes, prepares and presents a power point or a flip chart and an oral presentation for the class. Applies and uses his/her knowledge to present a product, orally in groups. Collaborates and shows positive attitude when working in group and is open to feedback. Co-evaluation C MC NC Rating awarded by the teacher In teams of four analyze all information you read on pages 30, 31 and 32 and come up with main points and conclusions. Then, with the gathered information, elaborate an oral report (2/3 minutes) using a power point presentation or a mind map on a flipchart. Finally, present the product to your class and evaluate a team your teacher will assign you with the rubric provided below. Be opened to feedback! Activity: 5
  41. 41. 42 CONSIDERING PRONUNCIATION AND LISTENING SKILLS Discussion article: “What are the keys to being a good listener?” Listening is an activity that requires practice and concentration. Build up your listening skills be practicing each of these components to listening. 1) Maintain eye contact and show you are interested in the conversation. Looking out the window or playing with your hair can give the impression that your mind is drifting away. Sit or stand reasonably still as fidgeting is often taken as a sign of boredom or that you are bursting to "tell" your side of the story. 2) Actually listen. Don't start thinking about your answer or response to what you are hearing. Listen with the intention of understanding. 3) Show your understanding of the speakers feelings with appropriate physical gestures, for example, smile and laugh at funny things, nod your head when you agree. 4) Don't interrupt the speaker, unless there is a piece of space junk coming right at her. Let the speaker finish what they have to say. This does not always work as some speakers seem to lose all sense of time when they are talking about matters close to their heart. 5) Use your body language to encourage the speaker, for example, lean toward the speaker to show her that you want to hear more. 6) Take note of body language and facial gestures as what is not being said is often just as important as what is being said. 7) Concentrate. Keep your mind focused on what is being said. If time is passing along and you are getting tired from lack of movement, shift your position but keep tip #5 in mind when you do. 8) Respond by asking questions about the topic being discussed or by adding something to the discussion - if you have a few more minutes, I invite you to read about additional listening skills or advanced skills.
  42. 42. 43 BLOCK 1 Criteria Does not Meet Meets 1 2 3 4 5 My team’s flipchart is concept specific and aligned with my subject standards. My team’s flipchart is content related. We have added a description and key words in the Flipchart We have a Title with our names, the school, and lesson’s objectives. We have made a synopsis the articles concept(s) before activity. We have used notes to provide directions that require additional instruction. Our flipchart is our original work and does have other team’s information. The duration of our flipchart’s explanation does not exceed one period or session. We have integrated multiple things in our flipchart. We have proofed and edited for accuracy, appropriate grammar, and correct spelling. Evaluation Activity: 6 Product: Flipchart and evaluation rubric. Score: Knowledge Conceptual Procedimental Attitudinal Analyzes and orders information to present it orally to class. Prepares in teams a flip chart to be presented in class. Applies and uses his/her knowledge to present ideas in group orally, using a flipchart. Collaborates and appreciates team’s work. Shows positive attitude when working in group and is open to feedback. Co-evaluation C MC NC Rating awarded by the teacher Discuss the previous article in teams of four and create a flipchart with the main ideas. Present it to class and then evaluate a team your teacher will assign you with the rubric provided below. Activity: 6
  43. 43. 44 CONSIDERING PRONUNCIATION AND LISTENING SKILLS The definition of listening skills. By Lesley Barker, eHow Contributor. Updated: February 09, 2011. The Definition of Listening Skills thumbnail Communication is key to a healthy relationship. To keep a relationship healthy, there has to be good communication. It doesn't matter if the relationship is with an intimate, casual or business partner. The best way to be a great communicator is to be a really good listener. This makes people feel respected as well as understood. I. Identification: Listening skills are essential in the school, the family and the community at large. Careers in communications, management, planning, sales, to name a few, rely on good listening skills. Listening, however, is more than just being able to hear and understand what someone else says. Listening skills involve etiquette, asking for clarification, showing empathy and providing an appropriate response. II. Body Language: Good listening skills include using body language that empowers the speaker. You should make eye contact with the speaker. In a large auditorium or in a classroom, this means keeping your eyes looking at the speaker, not down or gazing at some daydream. Keep your hands down, not folded across your chest. Sit up and look alert. III. Respect: People who have good listening skills show respect to the speaker by not interrupting him while he is talking. Even if the speaker stutters or is slow to speak or select his words, being patient and restraining yourself from finishing his sentences is a mark of a good listener. IV. Comprehension: Good listening skills depend on good comprehension. Demonstrate that you understand by restating what you think you have heard. Then ask if you, in fact, did hear correctly. Ask questions that request specific clarification on points that you are unsure about. Be cognizant of the length of time that you speak, making sure not to dominate or usurp the conversation. V. Response: Good listening skills are measured by the response of the listener. First, the response should validate the speaker with etiquette and empathy. Next, it should show that the listener understands the message. When the message has been adequately delivered and received, the result should be an action or statement that demonstrates that there has been a transaction between the speaker and the listener. Read more: The Definition of Listening Skills | eHow.com http://www.ehow.com/about_5127470_definition-listening- skills.html#ixzz1JK6H6Lra
  44. 44. 45 BLOCK 1 Write your notes about the fist video. Write your notes about the second video. Watch the videos provided attentively and analyze the information about listening skills. Then, follow the next steps to complete the activity. a) In teams of four, discuss the situation of both videos. b) Write your notes in the boxes provided. c) Identify listening skills. d) Create a role play emphasizing good and bad listening skills. e) Present your role play to class and receive feedback f) Evaluate a team assigned by your teacher with the rubric below. Activity: 7
  45. 45. 46 CONSIDERING PRONUNCIATION AND LISTENING SKILLS Role play rubric. Criteria 4 Excellent 3 Proficient 2 Adequate 1 Limited Participation in Preparation and Presentation Always willing and focused during group work and presentation. Usually willing and focused during group work and presentation. Sometimes willing and focused during group work and presentation. Rarely willing and focused during group work and presentation. Presentation of Character Convincing communication of character’s feelings, situation and motives. Competent communication of character’s feelings, situations and motives. Adequate communication of character’s feelings, situation and motives. Limited communication of character’s feelings, situation and motives. Achievement of Purpose Purpose is clearly established and effectively sustained. Purpose is clearly established and generally sustained. Purpose is established but may not be sustained. Purpose is vaguely established and may not be sustained. Use of Non- Verbal Cues (voice, gestures, eye contact, props, costumes) Impressive variety of non-verbal cues are used in an exemplary way. Good variety of non- verbal cues are used in a competent way. Satisfactory variety of non-verbal cues used in an acceptable way. Limited variety of non- verbal cues are used in a developing way. Imagination and Creativity Choices demonstrate insight and powerfully enhance role play. Choices demonstrate thoughtfulness and completely enhance role play. Choices demonstrate awareness and developing acceptably enhance role play. Choices demonstrate little awareness and do little to enhance role play. Evaluation Activity: 7 Product: Video analysis, role play and evaluation rubric. Score: Knowledge Conceptual Procedimental Attitudinal Analyses videos and identifies information about listening skills. Creates a role play for the class. Applies and uses his/her knowledge, to create a role play and present it to class using information from videos. Evaluates it with the rubric. Collaborates, appreciates and shows positive attitude when working in groups and is opened to feedback. Acts as a team evaluating with the rubric. Co-evaluation C MC NC Rating awarded by the teacher
  46. 46. 47 BLOCK 1 English is everywhere! Where can we find it? Can you find all the hidden words in this word search puzzle? Words can go from left to right, from right to left, up or down. Good luck! Songs Internet Films BooksDictionaries Comics Posters Signs Magazines TV programs
  47. 47. 48 CONSIDERING PRONUNCIATION AND LISTENING SKILLS Closing Activity Get together in groups of five or six and discuss of any time in your life you needed someone to listen up to you. At the end, answer the following questions individually. Who did you choose to talk to? ______________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Why did you choose this person? ____________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ What qualities did this person have that made him/her a good listener? ____________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ One of the members of the team should write all answers of previous questions on a flipchart. Be sure the final list looks something like the following list: a) Was patient, didn't rush me. b) Let me talk, did not interrupt. c) I know he or she would not gossip and would be confidential. d) Was not judgmental. e) Was calm, warm (body language, tone of voice). f) I could trust the person. g) Made good eye contact with me. h) Nodded his or her head when I was talking. i) Understood my feelings (i.e., "It sounds like you are feeling worried."). j) Made sure he or she understood what I was saying by repeating back or summarizing what I said (i.e., "So let me see if I understand. Your friend said she would call you back, but it's been three days and you haven't heard from her."). How did it feel to be listened to? _____________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Have you ever had an experience when you wanted to be listened to, but the other person was not a good listener? __________ how did that feel? _______________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Activity: 8
  48. 48. 49 BLOCK 1 What did that person do that made him or her a bad listener? ________________________________ _____________________________________________________________________________________ One of the members of the team should write all answers of previous questions on a different flipchart. Be sure the final list looks something like the following list: a) Interrupted, did not let me talk. b) Used uninviting body language (harsh tone of voice, closed body posture, no eye contact). c) Laughed at me. d) Minimized what I was saying "All kids go through this. It's nothing to worry about." Or "You are only a teenager. How stressful can your problems be?". e) Advised or told me what to do without listening to me — "If I were you, I would …" f) Put me down, insulted me "That's a stupid idea." Why is it sometimes difficult for people to be good listeners? _____________________________________________ _________________________________________________________________________________________________ What are some possible barriers to listening? Some possible responses are: a) Don't know how to listen b) Don't have time to listen c) Not understanding someone because of language, unclear messages, crying, etc. d) Feeling tired or sick e) Feeling distracted by other problems on his/her mind or by things going on in the background like a phone ringing, baby crying, etc. f) Wanting to "solve" the problem in order to be helpful g) Wanting to redirect conversation about him/herself instead of staying focused on the person talking and his/her story Do you think people are always good listeners? ________________________________________________________ Why or why not? ___________________________________________________________________________________ _________________________________________________________________________________________________ Remember how important body language is to become a good listener. Body language includes body movements, facial expressions, tone of voice and gestures. Making eye contact and facing your friend shows them you are interested and paying attention. Some psychologists believe that 80% of what a person communicates is through his or her body language rather than the words that come out of his or her mouth! What do you think about this paragraph? Write your team’s conclusion here: _______________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Activity: 8 (continuation)
  49. 49. 50 CONSIDERING PRONUNCIATION AND LISTENING SKILLS Self-Evaluation Rating Scale. (9–10) always focused; highly motivated; cooperated with everyone (7–8) quite well focused; motivated to do well; cooperated most of the time (4–6) sometimes off task; not overly motivated; trouble cooperating some of the time (1–3) often off- task; very little effort; highly uncooper ative with others 1. I helped the group review its task. 2. I contributed relevant ideas. 3. I stayed on topic. 4. I listened carefully to other group members’ ideas. 5. I was open-minded about different interpretations. 6. I encouraged participation from all group members. 7. I shared materials with my group. 8. I helped the group stay on task. 9. I contributed to questions asked of the group. 10. I did my share of the work to complete the task. 11. I used my strengths to enhance the task. 12. I am proud of my contribution to the task. 13. My best contribution to the task was, because. 14. Write, two ways in which you will improve your performance. Evaluate both flipcharts and those of a group your teacher will assign you using the evaluation rubric below. Then, report your results, experiences and comments to your teacher. Activity: 8 (continuation)
  50. 50. 51 BLOCK 1 Group Work Rating Scale. 1. We clearly understood the task. always often sometimes rarely 2. We shared ideas openly always often sometimes rarely 3. We listened respectfully to each other’s ideas. always often sometimes rarely 4. We encouraged each other. always often sometimes rarely 5. We were motivated to do our best. always often sometimes rarely 6. We divided the workload fairly. always often sometimes rarely 7. We were on task during class preparation time. always often sometimes rarely 8. We worked out differences of opinion in an appropriate manner. always often sometimes rarely 9. We learned something meaningful during this task. always often sometimes rarely 10. We are proud of the outcome of this task. always often sometimes rarely Evaluate each member of your team honestly based on the following criteria: EFFORT (motivated to do well at task). COOPERATION (shared workload, accepted suggestions). ON TASK (stayed focused without reminders). SUPPORTIVE (helped and encouraged other group members). Name Mark Comment/Reason (me) Evaluation Scale (give each group member a mark out of ten): (9–10) Always focused; highly motivated; cooperated with everyone. (7–8) Quite well focused; motivated to do well; cooperated most of the time. (4–6) Sometimes off task; not overly motivated; trouble cooperating some of the time. (1–3) Often off-task; very little effort; highly uncooperative with others. Evaluation Activity: 8 Product: Questionnaire, flipcharts and evaluation rubrics. Score: Knowledge Conceptual Procedimental Attitudinal Identifies, analyzes and restructures the elements presented on the activity while discussing in groups. Applies his/her knowledge to answer a questionnaire and elaborates a flipchart to present it in class. Prepares, analyses, and discusses information from the questionnaire. Prepares a flipchart for the class then evaluates using rubrics. Appreciates work and shows positive attitude when listening to their classmates. Shows responsibility delivering the products in a timely manner. Co-evaluation C MC NC Rating awarded by the teacher
  51. 51. 52 CONSIDERING PRONUNCIATION AND LISTENING SKILLS
  52. 52. Tiempo asignado: 15 horas Identifying types of speech. Competencias profesionales: 1. Realiza comprensión oral y auditiva de diversos tipos de texto en otro idioma. 2. Realiza compresión escrita y de lectura de diversos tipos de texto en otro idioma. 3. Realiza expresión o producto oral en otro idioma. 4. Realiza interacción oral en otro idioma. 5. Realiza expresión o producción escrita de diversos tipos de texto en otro idioma. Unidad de competencia: Produce y se comunica de manera oral a través de la representación de diálogos o discursos sencillos en distingos contextos. Atributos a desarrollar en el bloque: 4.1 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas. 4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se encuentra y los objetivos que persigue. 4.3 Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir de ellas. 4.4 Se comunica en una segunda lengua en situaciones cotidianas. 4.5 Maneja las tecnologías de la información y la comunicación para obtener información y expresar ideas. 6.4 Estructura ideas y argumentos de manera clara, coherente y sintética. 7.1 Define metas y da seguimiento a sus procesos de construcción de conocimiento. 8.2 Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva. 10.3 Asume que el respeto de las diferencias es el principio de integración y de convivencia de los contextos loca, nacional e internacional.
  53. 53. 54 IDENTIFYING TYPES OF SPEECH Didactic Sequence 1. Demonstrative speech/process speech or dialogue. Start Up Activity Evaluation Activity: 1 Product: Discussion and flip chart with conclusions. Score: Knowledge Conceptual Procedimental Attitudinal Identifies the main idea in a simple short text and communicates it consistently following steps. Determines and applies previous knowledge to identify the main idea in a texts, conversation or speech. Shows openness to feedback made by the teacher and classmates. Co-evaluation C MC NC Rating awarded by the teacher 1. Read the following text in teams of four. If you think of the English courses that as a student you’ve been required to take, for sure many of those sessions have developed some skills that have established most of your communication skills. On this Module we’ll focus essentially on one of the skills that should have been developed in those courses: your Oral skill (Interpersonal Communication and Public Speaking). Not only does this skill meet requirements, but it also molds you as a learner into well-rounded individuals providing the assistance needed for life. All of you should also acquire in order to have "the four English skills and necessary knowledge to be educated individuals, life-long learners, and responsible citizens" as part of these capabilities for communication, the opportunity to be able to:  Organize and express ideas clearly and appropriately.  Control standard use of written and oral communication.  Appreciate alternative forms of expression, including art, dance, music, and literature.  Distinguish between the medium and the message.  Listen, observe, interpret, and understand others. Now, if you think you are struggling as a student you’ll need: • Encouragement and explicit instruction to develop your strengths and concentrate on your needs. • A safe and encouraging environment to practice oral skills, especially if English is not your first language. • Extra practice, a peer to work with, and support from the teacher before presenting. • Don’t forget that well-chosen partners or team members will help you a lot; get together with students who can model knowledge, skills and strategies at a level that is accessible and not intimidating. 2. Identify the main idea of the text. Write it here. __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ 3. Discuss the text with your team your teacher will check if you understood the text. 4. The team assigns a member to present the conclusions orally using a flipchart of all team ideas. Activity: 1
  54. 54. 55 BLOCK 2 Attach draw here. Skills for Life. Do you think a course in speech communication is needed as high school students? Would it be useful to have one? The communication skills learned in the basic communication courses are skills necessary for life. Pay attention to the graphic about the skills and qualities employers are looking for in job candidates. Employers rate new-hire skills. Source: Job Outlook 2000, National Association of Colleges and Employers. What’s more, these same employers rated communication skills as the #1 personal quality looked for in job candidates. In addition, teamwork skills, leadership skills, and interpersonal skills all made it into the top 10.Regardless of your major or career choice, today's organizations are looking for people who can listen, write, persuade others, demonstrate interpersonal skills, gather information, and exhibit well-developed communication abilities. Taking a basic course in communication is the first step in making yourself more marketable in the workplace. Product and evaluation: 1. In pairs, discuss this paragraph and share your ideas with your classmates. 2. Make a drawing where you must represent the pair discussion. 3. Present and explain the drawing to the class. 4. Each pair will be evaluated with the rubric presented in the module by other classmates. 5. Your teacher will assign you a pair to do the assessment. Activity: 2
  55. 55. 56 IDENTIFYING TYPES OF SPEECH Assessment Rubric for Drawing. Performance Indicator 1 2 3 4 Creativity and Originality Drawing is finished but provides no evidence of creativity or originality or relation with the subject. Drawing includes an idea about the subject, but lacks originality and may have imitated someone else’s plan. Drawing includes some unique ideas about the subject and several resources were used. Drawing includes many unique ideas and creative use of resources It has ideal administration of the topic. Effort and Perseverance Drawing is incomplete. Drawing is completed with minimal effort, work is somewhat careless. Drawing is complete with good effort, meeting all requirements. Drawing is complete with substantial evidence of effort, beyond what was required. Concept Understanding Drawing was created but does not describe the subject at all. Drawing was created but it is unclear what the subject is or why is the idea presented in such form. Drawing was created to honor the subject and is presented on a clear form. Drawing was obviously planned and created based on the subject and presents clear and creative contributions to the topic. Total points Evaluation Activity: 2 Product: Drawing and rubric. Score: Knowledge Conceptual Procedimental Attitudinal Revises and practices reading. Recognizes from the text the main idea and uses it on a dialogues or speech. Applies his or her knowledge to present in a drawing and in an oral form his or her own ideas. Shows ability and positive attitude when drawing and presenting ideas. He or She is opened to feedback. Auto-evaluation C MC NC Rating awarded by the teacher
  56. 56. 57 BLOCK 2 In teams of three, take time to be the leader of the group and one by one guides the activity of “peeling an orange”. You must explain the other two members how to peel it but without talking; you can only use sign language and body language. Analysis: Where you able to understand correctly your classmate’s demonstration? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Was the communication using signs or body language easy to organize? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Was the communication using signs or body language easy to follow? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ What was the hardest part? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Why? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ The team reads the following text. Activity: 3

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