Week 1 TSL 3108

RR/UPI/JB/IPGKPs/June2013

FLUENCY

ACCURACY
Focus on language

Practice what they already know
RR/UPI/JB/IPGKPs/June2013

 Keep

students at own level of vocabulary and grammar.  Let them be creative.  Impose no rules.  DO NOT CORRECT THEM!  Limit teacher-talk.

RR/UPI/JB/IPGKPs/June2013

 if

vocabulary is new?  if the focus is on grammar?  if there is no push to go faster or more smoothly?

RR/UPI/JB/IPGKPs/June2013

…Should be devoted to fluency? RR/UPI/JB/IPGKPs/June2013 .

¼ day ● week ●semester ● RR/UPI/JB/IPGKPs/June2013 .

Practicing fluency with the Brooklyn Monk Listen for: How often he corrects students How he engages the students How much he talks RR/UPI/JB/IPGKPs/June2013 .

 RR/UPI/JB/IPGKPs/June2013 .■ It slows down flow of the class.  ■They may not remember the correction anyway.  ■ Students lose motivation.

OUR FEAR: Students will practice mistakes. RR/UPI/JB/IPGKPs/June2013 .

 It RR/UPI/JB/IPGKPs/June2013 . Most want some kind of correction. helps them improve.

g. Point behind you to indicate past tense. and time.  Use hand signals • –e. Give students a chance. to correct themselves.. RR/UPI/JB/IPGKPs/June2013 .

■ Students can correct one another. ■ Peer correction often creates a positive class atmosphere as students realize you are not the only source of error correction and they can learn a lot from one another. RR/UPI/JB/IPGKPs/June2013 .

 Write them on the board  Ask students to correct them. RR/UPI/JB/IPGKPs/June2013 .  Make notes of the mistakes (whether they are pronunciation. grammatical or lexical). Usually most of the mistakes can by corrected by the students themselves. Listen in on what they’re saying.

If they repeat the same mistakes:  All Ss make a notebook to record their errors and the correct version. RR/UPI/JB/IPGKPs/June2013 .  Periodically give quizzes on these errors.

It depends on the Not the same as in weather.Mistake Correction Note It depends of the weather. Spanish . I've lived in the U. time For .depende de I've lived in the U.S. Since .for points in since six years.for periods of time RR/UPI/JB/IPGKPs/June2013 .S. Revise prepositions. for six years.

 FLUENCY: For a class discussions. RR/UPI/JB/IPGKPs/June2013 .  ACCURACY: When they have time to prepare. so students can express themselves and think on their feet.

 Avoid presenting an activity as a fluency task and then correct every single mistake.  Make sure Ss know which task they are being asked to do. RR/UPI/JB/IPGKPs/June2013 . Be clear of the aims of the task.

 Allow students to work together to create a utopian country. RR/UPI/JB/IPGKPs/June2013 .

Keep the learner interested in the activity. vocabulary or grammar. Do not introduce new material. Make it easy.1. TIME TO USE THE HAMMER. NOT TALK ABOUT IT. 2. 3. RR/UPI/JB/IPGKPs/June2013 .

NOT a time to learn new items. RR/UPI/JB/IPGKPs/June2013 . Time to use what they know.Fluency strand = ¼ of the course time (daily or weekly).

#1 Rank-ordering #2 Problem solving #3 Planned speaking #4 Group competition #5 Role-Playing Scenarios #6 Time pressure RR/UPI/JB/IPGKPs/June2013 .

 Sense of humor  Honesty  Love of children  Knowledge of subject  Flexibility  Clear speaking voice  Enthusiasm for teaching  Pleasant appearance  Fairness  Ability to create interest  Ability to keep order  Intelligence RR/UPI/JB/IPGKPs/June2013 .Rank order these teacher qualities.

Put the following items in order of importance for your survival.             A sleeping bag Radio (listening only) Axe Gun and ten bullets Matches Tent Torch Map of the area Cooking pot Three cans of food Three meters of rope Story book RR/UPI/JB/IPGKPs/June2013 .-You and a friend are lost in the jungle.

)  The class judges whether their answers are correct.  Team A leaves the room. (They have not seen the questions. Everyone is given a text.  Team B (the class) then makes up and asks them competitors questions about the text. RR/UPI/JB/IPGKPs/June2013 .

RR/UPI/JB/IPGKPs/June2013 . Ask students to bring in one summarized story from the news and talk about it to the class. They must explain why they brought it in/why it was important to them.

A student asks the teacher for an extension on a paper. RR/UPI/JB/IPGKPs/June2013 . The teacher is not inclined to do so.

RR/UPI/JB/IPGKPs/June2013 .

8 ways to do dictation! RR/UPI/JB/IPGKPs/June2013 .

 Use texts from familiar material.  Text should have known vocabulary. Learners should know what mistakes they made. RR/UPI/JB/IPGKPs/June2013 .  Let them check their own or other’s work.

runs to Student B. Student A memorizes that sentence. RR/UPI/JB/IPGKPs/June2013 . who writes it down.T sits outside the classroom and tells student A one line of the dictation as he comes out.

RR/UPI/JB/IPGKPs/June2013 . They have limited time. The one who is writing can ask to have words repeated or spelled.Learners work in pairs. When pairs are finished they yell “Stop!” The first pair that yells Stop is the winner. One reads dictation and other writes.

grade it. then return it so Ss can look at mistakes. to make sure the Ss don’t make the same mistake. Then give the same dictation.Do dictation. RR/UPI/JB/IPGKPs/June2013 .

They can regulate the speed of the dictation. RR/UPI/JB/IPGKPs/June2013 . Each student can do the dictation on his own by using the rewind and pause buttons.T records dictation into a tape recorder or Ss’ mobile phone.

RR/UPI/JB/IPGKPs/June2013 . and then from brain to mouth. tries to remember it. who writes it. and then looks away from the text and then says it to their partner. It goes from book to brain.Pairs: the reader looks at a phrase in the text. Some consider the most valuable of exercises. It forces the reader to rely on memory.

S listens to a long phrase dictated by the T. and then repeats it. RR/UPI/JB/IPGKPs/June2013 . NOTE: The length of the phrase a learner can hold in memory is an indicator of language proficiency. waits for several seconds.

Do not copy word for word! Ideally suited for individual practice. RR/UPI/JB/IPGKPs/June2013 .S reads a phrase (by himself) and then tries to hold as large a phrase as possible in the language before writing it.

 Ss compare versions from various groups.T reads a text at normal speed.  Ss listen and take notes.  *difficult! RR/UPI/JB/IPGKPs/June2013 .  Ss get into groups and reconstruct the text from memory.  Class discusses usage points/mistakes.

 Get in pairs or groups.  Design a simple exercise that begins with fluency and ends with a dictation exercise (or vice versa). RR/UPI/JB/IPGKPs/June2013 .

 Fluency RR/UPI/JB/IPGKPs/June2013 .  Accuracy = language.  Tell them which activity you are doing.  Fluency activities = practice.and accuracy – NOT the same!  Teach separately.

FOR YOUR FLUENT AND ACCURATE ATTENTION! RR/UPI/JB/IPGKPs/June2013 .

L.) New ways in teaching speaking. VA: TESOL. & Newton. (2012). New York: Routledge. (2009). Discussion strategies. Nation. D.. Teaching ESL/EFL listening and speaking. K. Brattleboro. & Kehe.Bailey. & Savage. I. RR/UPI/JB/IPGKPs/June2013 . Alexandria. (Eds. P. J. Kehe.. VT: ProLingua.

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