TSL 3103

3/2/2015
Week 4
Tuesday

Speaking Activities

Controlled activities Accuracy based activities

o Drilling: Choral & Individual listening to and repetition of the teachers modal
of pronunciation.
Guided activities - model dialogues
o Guided role plays
Creative communication fluency based activities
Encouraging students to speak
o Students lack of confidence
o Peer intimidation
o Lack of interest
o Previous learning experience
o Cultural reasons.

Techniques to encourage interaction

Pair work
Group work
Plenty of controlled and guided practice before fluency activities
Create a desire and need to communicate
Change classroom dynamics
Careful planning
With certain activities you may need to allow students the time to think of what they
are going to say.

After the activity, the teachers need to:

Provide feedback
Include how well the class communicate
Record the activity for discussion afterwards
Note down repeated mistakes and group correct it.

Guidelines To Drill

Keep it short
Keep it simple
Keep it snappy (Chanting, etc)
Do not overuse them

Endure that students know why they

are doing the drill
Limit the drill to
phonological/grammatical points
Lead to a communicative goal

Identity and language ego

Motivation/concern for good

communication

Factors That Affect Pronunciation

Native language
Age
Exposure
Innate phonetic ability

Common Speaking Strategies

Asking for clarification

Asking someone to repeat something
Using fillers
Using conversation maintenance cues
(uh-huh, right etc)

Using paraphrases for structures

one cant produce
Appealing for assistance
Using mime and nonverbal
expressions.

TSL 3103

3/2/2015
Week 4
Tuesday

Getting someones attention

Reading
Reading Aloud

Silent Reading

Manner

Utterance of every word

Silently

Speed

Slow

Fast

Purpose

Share information

Get information

Skills Involved

Pronunciation and intonation

Activity

Collective activity

Skimming, scanning, predicting,

inferences, understanding details
and references
Individual activity

Management in
the classroom

Easy to manage as it can be

observed and heard

Difficult to manage as teachers

cannot see what is in the
students mind

Effective readers

Have a clear purpose in reading

Read silently
Read phrase by phrase, rather than word by word
Concentrate on the importance bits
Use different speeds and strategies for different reading tasks
Perceive the information in the target language rather than mentally translate
Guess the meaning of new words from the context, or ignore them
Use background information to understand the texts

Skills involved in reading comprehension

Visual signal from the eyes

A cognitive task of interpreting the visual information, relating the received information
with the readers own general knowledge, and reconstructing the meaning that the
write had meant to convey.
Recognizing the script of language
Understanding the explicitly stated information
Understanding the conceptual meaning
Understanding of the communicative value of sentences
Deducing the meaning of unfamiliar lexical items
Understanding the relations within sentences
Understanding references
Recognizing indicators in discourse
Making inferences.