UNIVERSIDADE LICUNGO

SUBJECT: DIDACTIC OF ENGLISH II

4th YEAR - 2020

STUDENT'S NAME: DUFA HASSANE VERIUA

Group 1

1. DISCUTION OF THE NOTION OF FLUENCY AND COMMUNICATION

THE NOTION OF FLUENCY

Speaking is the process of building and sharing meaning through the use of verbal and non-
verbal symbols, in a variety of contexts. Speaking is an interactive process of constructing
meaning that involves producing and receiving and processing information.

Since the aim of speaking is to communicate. However, to build a better communication the
speaker should develop fluency.

Richards, Platt and Weber (1985:108-109) define fluency as "the features which give speech the
qualities of being natural and normal, including native like use of pausing, rhythm, intonation,
stress, rate of speaking, and use of interjections and interruptions. They go on to say that, in
second and foreign language situations, fluency characterizes a level of communication
proficiency, which includes the abilities:

1. To produce written and/or spoken language with ease;

2. To speak with a good but not necessarily perfect command of intonation, vocabulary and
grammar;

3. To communicate ideas effectively;

4. To produce continuous speech without causing comprehension difficulties or a breakdown of

communication.
The above definitions furnish a good starting point because they include much of what fluency
is.

When we speak we are, actually, communicating. So, what is communication?

Communication is the process whereby speech, signs or actions transmit information

from one person to another.

In order for communication to be successful, the sender and receiver must have some signs,
words or signals in common with each other so the sent message can be understood.

Group 2

1. DRAMA AND ROLE-PLAY IN OUR CONTEXT

First of all, it is very important to know what drama and role- play is, before we bring forward
the way which they can be organised.

Drama is also a type of a play written for theatre, television, radio, and film. In simple words, a
drama is a composition in verse or prose presenting a story in pantomime or dialogue.

It contains conflict of characters, particularly the ones who perform in front of audience on the
stage

Role-play is a technique that allows students to explore realistic situations by interacting with
other people in a managed way in order to develop experience and trial different strategies in a
supported environment.

Drama and Role play offer an authentic context for students to engage in new discourses. Also
the contexts provide situations where students can be comfortable to speak, respond, initiate
ideas, argue, be tentative and reflect.

According to our context drama and role- play can be organised through discussion, dialogue in
the class, where a teacher brings to the class real situations activities.
Role play activity

Topic A job interview

Level: Intermediate

Time: 1 hour

Aims

To provide speaking practice by taking part in a job interview role-play

To develop learners' vocabulary to talk about jobs and the interview process

To develop learners' ability to write a short story using the past simple tense

Resource A: Print and cut up one copy per 20 learners

(Print on card and laminate in order for the resource to be reusable)

Preparation Learner worksheets 1 to 15: One copy for each learner 10mimutes

Before I elicit group feedback, tell the learners to discuss about the topic in pairs.

Tell learners to note down any new vocabulary;

AT A JOB INTERVIEW 40minutes

Hand out Worksheet to each learner and explain that they need to write the sentences/ questions
from Worksheet to complete the dialogue.

Divide the class into two so that may have 'interviewers' and interviewees' and tell learners that
they are going to take part in some job interviews.

Explain that learners must speak to each other using the information on the card you are going to
give them so that each interviewer finds a suitable person for the job and every interviewee finds
a suitable job. Demonstrate with a more able learner.
Interviewer: Good afternoon, nice to meet you.

Interviewee: Good morning, Nice to meet you, too.

Interviewer: I'd like to ask you a few questions.

Interviewee: Oh, great. I'll do my best to answer them.

Interviewer: Could you tell me about your previous work experience?

Interviewee: oh Yes, of course. I am unemployed at the moment, but my last job was at a
supermarket. I worked there for 2 years.

Interviewer: What skills have you got that would help you in this job?

Interviewee: Straight away!

Interviewer: Have you got any questions?

Interviewee: No,

Interviewer: Thank you for coming today.

Interviewee: Thank you very much. I look forward to hearing from you.

Interviewer: We'll be in touch.

Stage III 30 minutes

Exercise

Answer the questions.

1. What is the interviewee’s objective?

2. Where did she work before?
3. How long did she work there?
4. What skills does she have?
5. Will she get the job?

Stage IV 10minutes
Answers

1. The interviewee’s objective is to a play for the job.

2. She worked at a restaurant.
3. She worked for 2 years.
4. She is straight away.
5. It will depend on the manager.

2. THE ADVANTAGES AND PROBLEMS WHEN ORGANISING PAIR AND GROUP WORK

Harmer (2007: 165-166) pointed out the advantages and disadvantages of pair and group work
seating arrangements as follow:

Advantages of pair work

- It dramatically increases the amount of speaking time any one student gets in the class.

- It dramatically increases the amount of speaking time any one student gets in the class.

- It allows students to work and interact independently without the necessary guidance of the
teacher, thus promoting learner independence.

- It allows teachers time to work with one or two pairs while the other students continue working.

- It recognises the old maxim that 'two heads are better than one', and in promoting cooperation,
helps the classroom to become a more relaxed and friendly place. If we get students to make
decisions in pairs (such as deciding on the correct answers to questions about a reading text), we
allow them to share responsibility, rather than having to bear the whole weight themselves.

- It is relatively quick and easy to organise.

Disadvantages of pair work:

- Pair work is frequently very noisy and some teachers and students dislike this. Teachers in
particular worry that they will lose control of their class.

- Students in pairs can often veer away from the point of an exercise, talking about something
else completely, often in their first language.
The chances of misbehaviour are greater with pair work than in a whole-class setting.

- It is not always popular with students, many of whom feel they would rather relate to the
teacher as individuals than interact with another learner who may be just as linguistically weak
as they are.

- The actual choice of paired partner can be problematic especially if students frequently find
themselves working with someone they are not keen on.

Advantages of group work:

- Like pair work, it dramatically increases the number of talking opportunities for individual
students.

- Unlike pair work, because there are more than two people in the group, personal relationships
are usually less problematic; there is also a greater chance of different opinions and varied
contributions than in pair work.

- It encourages broader skills of cooperation and negotiation than pair work, and yet is more
private than work in front of the whole class. - It promotes learner autonomy by allowing
students to make their own decisions in the group without being told what to do by the teacher.

- Although we do not wish any individuals in groups to be completely passive, nevertheless some
students can choose their level of participation more readily than in a whole-class or pair work
situation.

Disadvantages of group work:

- It is likely to be noisy (though not necessarily as loud as pair work can be). Some teachers feel
that they lose control, and the whole-class feeling which has been painstakingly built up may
dissipate when the class is split into smaller entities.

- Not all students enjoy it since they would prefer to be the focus of the teacher's attention rather
than working with their peers. Sometimes students find themselves in uncongenial groups and
wish they could be somewhere else.

- Individuals may fall into group roles that become fossilised, so that some are passive whereas
others may dominate.
- Groups can take longer to organise than pairs; beginning and ending group work activities,
especially where people move around the class, can take time and be chaotic.

Bibliography

HARMER, Jeremy. The Practice of English Language Teaching. New York, Longman, 2007.
Richards, J. C., Platt, J. & Weber, H. (1985). Longman Dictionary of Applied
Linguistics. London: Longman