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CHOCOLATE

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. A ACE ACHE ACHOO ACT AH ALE ALTO AT ATE CACHE CACHET CAHOOT CAT CATCH cate CHALET CHAT CHEAT CLEAT CLOT CLOTH CLOTHE COACH COAL COAT COCA COCHLEA COCOA COLA COLT COO COOL COOT COT EACH EAT ECHO EH ETCH HA HALE HALO HALT HAT HATE HE HEAL HEAT HO HOE Hola HOLE HOOT HOT HOTEL LA LACE LATCH 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 79. 80. 81. 82. 83. 84. 85. 86. 87. 88. LATE LATHE LEACH LET LO LOATH LOATHE LOCATE LOCH Loco LOOT LOT OAT OATH OCELOT OH OLE TACO TALC TALE TEA TEACH TEAL THE TO TOE Tole TOO TOOL 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59.

VALENTINE
A Ail Ale Alien An Ant Anvil Eat Eel Entire even Event Evil I In Inn It I've Lane Late Lean leave Lenient Lent Lenten Lie Lien line Linen Lint Lit Live Nail Navel Neat Net nine Nit Tan Tea Teal Teen ten tie tile Tin Tine Tire Vain Vale Valet Van Vane Vat Veal Vein Vent Vile Vine 60. 61. 62. 63. 64. 65. Vital day say lay and end

GFSTHI

fig, fit, fist gift, gist his, hi, hit, is, it, sit, sift this

Teaching speaking: fluency or accuracy?


Whatever type of approach you intend to use for a particular activity in the classroom, making the differentiation between fluency and accuracy is a very important one. However, here are some things to think about. From Brumfit

Just because we are talking about fluency, it does not mean that accuracy cannot be present. Accuracy is a focus on issues of appropriacy and other formal factors. Overuse of accuracy monitoring can cripple language development, making the students lose confidence through the teachers over correction. Any language activity that involves the learners not working like native speakers cannot be called a fluency activity.

The quality of the language is irrelevant. Because:

work that focuses on language alone = accuracy work and work that focuses on the language of the native speaker = fluency work.

So what is the correct approach? Well, the behaviourist influenced thinkers will argue that mistakes reinforce mistakes Whilst the cognitive argument argues that mistakes are simply an exploration of meaning.

The characteristics of accuracy and fluency activities


Accuracy

Usage: explanation Language for display Language for knowledge Attempts at communication are judged by linguistic competence Attention is given to language Correction is often a feature of accuracy focussed work Language is the objective

Fluency Use: real life Language for communication Language for skill Attempts at communication are judged by performance Attention is given to meaning Correction is generally a minor clarification of fluency in use Communication is the objective

So, it seems that we should:

1. 2. 3. 4.

look at spoken language as something different to written language; make a distinction between accuracy and fluency; decide whether we are going to adopt a behaviourist or cognitive approach to learning theory; and then having decided what our students needs are, what their aims are and what it is that we want to do, we then need to actually get out there and actually do it

Is it actually possible to have fluency practice in a monolingual classroom?


If the above things are taken into consideration, then it is probably very difficult to have true fluency speaking activities in the classroom with monolingual students. But

What about level? do students needs change? Can the same activity be used for both fluency and accuracy focus? What effect do examinations have on this? What about the length of the course? How can this have an effect?

Fluency tasks should:


build students confidence. be a chance for students to recycle language and vocabulary allow students to talk about what they wish to talk about. need to listen to each other be good for diagnosis: students can experiment with language give students space so they can personalise have a positive effect on classroom dynamics if they have an authentic task which works in real time, then the language will have a direct effect on the outcome of the task. in life, communication in paramount and requires a genuine use of language. fluency is a process not a product.

How can students cope when they do not know the words they need?
Paralinguistics Paraphrasing Asking for help (in L1 or in L2) Suck it and see approach Pure guessing They can change what they want to say: for example, calling a monkey a bear. Some students close down at the start when they realise that they cannot finish off what they want to say. Teach students fillers to give them thinking time Teach and encourage students to start to get the language they need from their peers. Engage in lots off listening activities using authentic materials so that students can begin to get a feel for authentic and natural language. Give them lots of opportunities to hear authentic texts. You may well have to record them yourself though. Is it possible to find authentic spoken dialogue on the radio or television?

Multilingual classes often cause the students to bury themselves in their dictionaries when they should be involved in a fluency activity. What are the problems in monolingual classes?

Books and activities


Some books (especially the pair work ones) are very much language orientated, others are more fluency based. What is the focus of your course book? Does it address the needs of your students? Is it fluency or accuracy focussed? Are there definite reasons for using speech to communicate in these activities in other words, is the book task based, or are the activities simply speaking for the sake of practising a definite micro linguistic point?

Some Course Book Speaking Activities are, in my opinion, fairly shoddy. However, the question I should be asking is: what do I actually do that is better?

There is often no outcome (other than just to get to the next exercise). There is no reason for the communicative act. Eg. Talk to your neighbour about They do little to encourage native type speaking tasks. There are very rarely any authentic models presented. They are usually designed for grammar of function practise.

Fluency and Outcomes Try to ensure that fluency activities have an outcome: i.e., they reach a decision. Others, for example talking about oneself can go on forever.

What can the teacher do during a fluency activity?


Collect samples of language and go over it with the students at the end. Ask the students what they had problems with what their perception of their performance was Record the students onto tape so they get to hear what they really sound like. Provide models of native speakers performing the same tasks.

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