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Just go with the flow, westminster

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Just go with the flow, westminster

  1. 1. Just go with the flow?Nick BilbroughHorizon Language Training, Totnes, Devon
  2. 2. Skehan P (1996) Second language acquisition research and task basedinstruction in Willis and Willis Challenge and Change in Language Teaching(Heinemann 1996)‘Fluency concerns the learner’scapacity to produce language inreal time without unnecessarypausing or hesitation’
  3. 3. Scott Thornbury, An A-Z of ELThttp://scottthornbury.wordpress.com/2009/12/17/f-is-for-fluency/‘In fact, it may be that fluency is indeed afunction of memory, and that the capacity toproduce pause-free speech in real time iscontingent on having a memorised bank offormulaic language “chunks”.’
  4. 4. Dialogues Familiers (Bellot 1586)Barbara: How now children, will you notrise today?Peter: What ist a clock?Barbara: It is five a clock.Peter: I believe you not.Barbara: Rise quickely. It is time to go toschoole. Your maister will jerkeyou if you cannot say your lessons.Peter: Oure maister hath no roddes.Barbara: I will carye him som!
  5. 5. Dialogues Familiers (Bellot 1586)Barbara: How now children, will you notrise today?Peter: What ist a clock?Barbara: It is five a clock.Peter: I believe you not.Barbara: Rise quickely. It is time to go toschoole. Your maister will jerkeyou if you cannot say your lessons.Peter: Oure maister hath no roddes.Barbara: I will carye him som!
  6. 6. A: Youre still here?B: I came back. I thought thats what you wanted.A: Nobody wants you here!B: Really?A: My parents are right upstairs! They think you’ve left.B: So... surprise...A: I can call them... I can call my dad...B: But you wont...A: Youre playing a dangerous game here. If youre trying to blackmail me... its notgoing to work.from ‘The audition scene’ from the film Mulholland Drive by David Lynch
  7. 7. Michael Lewis (LTP 1997)Implementing the Lexical Approach‘’Doing the same thing twice’ is still widelyconsidered time-wasting and potentiallyboring. But research evidence shows theopposite is true; repeating certain kinds ofactivity such as summarising a text orally oneday and again a few days later may be themost efficient way of improving learners’language. This applies to both lexical andgrammatical knowledge’’
  8. 8. Scott Thornbury (Macmillan 2001) Uncovering Grammar• I saw a little film about a cat and a mouseand the cat would like to eat the mouse butthe mouse disliked this and she escape andshe run up the wall and there was a boardwho was covered over and over with plateand bowls.....• I saw a very nice cartoon about Tom andJerry and er the cat tried to catch the mousethe mouse run up to a ca.. to a cupboardcupboard and there were a lot of dishes....
  9. 9. One two three..I’d like a cup of teaFour five six..I’d like a plate of chipsSeven Eight Nine..I’d like a glass of wine
  10. 10. One two three..I could do with a cup of teaDoes anyone want a cup of tea?I could murder a cup of teaWhat I’d like is a cup of teaIs anyone making a cup of tea?
  11. 11. One two three..I could do with a cup of teaFour five six..I could do with a plate of chipsSeven Eight Nine..I could do with a glass of wine
  12. 12. 8) I played the guitar for a few hours.9) I listened to some music while I had breakfast .10) I made a cheese and tomato sandwich for my lunch.11) I watched a great football match on television in the evening.12) I wanted to swim in the sea but it was too cold.13) I cooked a really nice meal for everyone who lives in my house .14) I did some work in the garden and then came inside to have lunch .15) I tried to do some exercises in my grammar book but they were verydifficult.16) I went for a drink in a cafe, with my brother and some of his friends.17) I had a delicious bowl of soup in a restaurant and then read some of mybook.18) I took my little sister to school by car and then drove to my cousin’s housefor breakfast.19)I was really hungry so I made lots of delicious pancakes and ate them allbefore everybody came home.20)I cleaned my house for three hours on Monday because it was very dirtyafter the party at the weekend.
  13. 13. Once there was a fish and his name was Tiddler.He wasn’t much to look at, with his plain grey scales.But Tiddler was a fish with a big imagination.He blew small bubbles but he told tall tales.‘Sorry, I’m late. I was riding on a seahorse.’‘Sorry, I’m late. I was flying with a ray.’‘Sorry, I’m late. I was diving with a dolphin.’Tiddler told a different story every day.At nine o’clock on Monday,Miss Skate called the register.‘Little Johnny Dory?’ ‘Yes, Miss Skate’‘Rabbitfish?’ ‘Yes, Miss’‘Redfin?’ ‘Yes, Miss’‘Tiddler? Tiddler?’ ‘Tiddler’s late!’
  14. 14. ‘Sorry I’m late. I was swimming round a shipwreck.I swam into a treasure chest and someone closed the lid.I bashed and I thrashed till a mermaid let me out again’‘Oh no she didn’t!’ ‘OH, YES, SHE DID’‘It’s only a story,’ said Rabbitfish and Redfin.‘Just a silly story’ said Dragonfish and Dab.‘I like Tiddler’s story,’ said little Johnny Dory,And he told it to his granny, who told it to a crab.From ‘Tiddler’ by Julia Donaldson and Axel Scheffler (Scholastic 2007)
  15. 15. References• Bellot, J (1586) Dialogues Familiers• Bilbrough, N (2011) Memory Activities forLanguage Learning (CUP)• Ding, Y. (2007) Text memorisation and imitation:the practices of successful Chinese learners ofEnglish : System 35• http://scottthornbury.wordpress.com/• Skehan P (1996) Second language acquisitionresearch and task based instruction in Willis andWillis Challenge and Change in LanguageTeaching (Heinemann 1996)

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