Teaching English Speak, Writing, view Flashcards
SPEAKING IS A PRODUCTIVE __________.
AURAL/ORAL SKILL
IS A PRODUCTIVE AURAL/ORAL SKILL.
SPEAKING
SPEAKING CONSISTS OF PRODUCING ________ TO CONVEY MEANING.
SYSTEMATIC VERBAL UTTERANCES
Key contrasts in two productive macro-skills (van Lier, 1995)
SPOKEN LANGUAGE
WRITTEN LANGUAGE
SPOKEN LANGUAGE
Auditory
Temporary; immediate reception
Prosody (rhythm, stress, intonation)
Immediate feedback
Planning and editing
limited by channel
WRITTEN LANGUAGE
Visual
Permanent; delayed reception
Punctuation
Delayed or no feedback Unlimited planning, editing, revision
Background to the Teaching of SPEAKING
Behaviorism
Communicative Language Teaching
Audiolingual Repetition Drills
Behaviorism
familiarization with sounds and structural patterns
Behaviorism
: components of language with communicative activities
Communicative Language Teaching (weak)
learning through interaction
CLT (strong)
PRINCIPLES FOR TEACHING SPEAKING
(1) Be aware of the differences between second language and foreign-language learning contexts.
(2) Give students practice with both fluency and accuracy.
(3) Provide opportunities for students to talk by using group work or pair work, and limiting teacher talk
(4) Plan speaking tasks that involve negotiation for meaning
The target language is not the language of communication in the society (e.g. learning English in Japan or French in Australia).
FOREIGN LANGUAGE (FL) CONTEXT
The target language is the language of communication in the society (e.g. English in the UK or Spanish in Mexico).
SECOND LANGUAGE (SL) CONTEXT
-the extent to which students speech matches what people actually say when they use the target language.
ACCURACY
- the extent to which speakers use the language quickly and confidently, with few hesitations or natural pouses, false storts, word searches, etc
FLUENCY
(3) Provide opportunities for students to talk by using group work or pair work, and limiting teacher talk,
_________% of teacher talk in the classroom
50-80
Learner making progress by communicating in the target language because interaction necessarily involves trying to understand and make yourself understood
Negotiating for meaning
Negotiating for meaning
clarification
repetition
explanation
CLASSROOM TASKS for Speaking
INFORMATION GAP
ROLE PLAYS
JIGSAW ACTIVITIES
SIMULATIONS
CONTACT ASSIGNMENTS
Communication for social purposes.
INTERACTIONAL
Includes both establishing and maintaining social relationships
INTERACTIONAL
Communication to get something done
TRANSACTIONAL
Includes both establishing and maintaining social relationships.
TRANSACTIONAL
the act of observing or perceiving visual content, whether it’s through images, videos, or other visual media
VIEWING
involves not just seeing images but also understanding them- interpreting their meaning, context, and the techniques used to create them
VISUAL LITERACY
understanding the nuances, the subtext, and the power dynamics at play within visual representations
VISUAL LITERACY
• meaning-making process of signs and symbols
SEMIOTICS
BENEFITS OF TEACHING VIEWING & VISUAL LITERACY
helps us navigate the flood of images more critically
-helps us become more discerning consumers and creators of media
STRATEGIES FOR TEACHING VIEWING & VISUAL LITERACY
Analysis of advertisements or
political cartoons
• Dissecting cinematography.
• framing, and editing techniques of films and documentaries
•Incorporating hands-on activities like creating collages or storyboards for deconstruction
CHALLENGES
- cultural differences in interpreting visuals
- fast-paced nature of digital media
IS A PHYSICAL AND MENTAL ACT.
WRITING
THE PURPOSE OF WRITING IS TO ______
EXPRESS AND IMPRESS.
WRITING IS BOTH A _______
PROCESS AND A PRODUCT.
Background to the Teaching of Writing
contrastive rhetoric
expressivism
free writing
cognitivism
social constructionism
adjunct programs
principles eclecticism
comparison of different types of writing in terms of organizational pattern
contrastive rhetoric
students are encouraged to write freely and personally
expressivism
writing on any topic for a specified period of time without concern for grammar, spelling, and punctuation
free writing
critical thinking and problem solving are of greatest importance
cognitivism
the language and form of writing arise from the target community
social constructionism
specific writing and language issues related ti the content course were addressed here
adjunct programs
encourages teachers to consider carefully the trends and ideas and choose which closely fits the needs of a classroom or student
principles eclecticism
PRINCIPLES FOR TEACHING WRITING
(1) Understand your student’s reasons for writing.
(2) Provide many opportunities for the students to write.
3) Make feedback helpful and meaningful.
(4) Clarify for yourself, and for your students, how their writing will be evaluated.
what is your justification for including this kind of writing?
What benefit do you think it has?
How do the skills learned in personal writing apply to other types of writing?
(1) Understand your student’s reasons for writing.
(2) Provide many opportunities for the students to write.
When “_____” sessions are integrated regularly into your syllabus, students will become more comfortable with the act of writing.
practice writing
If you write comments on students’ papers, make sure they understand the vocabulary or symbols you use;
3) Make feedback helpful and meaningful.
Feedback should not entail “________” a student’s writing.
correcting
(4) Clarify for yourself, and for your students, how their writing will be evaluated.
RUBRICS
a scoring grid that elaborates the elements of writing to be evaluated
RUBRICS
_____ provides descriptions of the writing quality across criteria.
Non-Weighted
_____ breaks the writing skills into categories and sub-categories.
Weighted
CLASSROOM TASKS: PROCESS WRITING
Brainstorming
Drafting
Wordmapping
Feedback
Quickwriting
Revising
How can we support students?
• Provide information on the topic.
• Teach relevant vocabulary and grammar.
• Teach writing skills.
• Show students a model.
SUMMARY of writing Webinar
- UNDERSTAND the question (information and essay type)
- THINK about what to say (brainstorm and research)
- ORGANIZE your information (prepare an outline)
- WRITE a first draft (writing models)
- EDIT, edit, edit… (first draft revised draft final draft)
TIPS FOR ACADEMIC WRITING SUCCESS
Don Clyde Bhasy and Derek Mackrell National Geographic Learning
