Chapter 3
Communication Activities: Conversation and Role-Play
Conversation activities often involve exchanging information or ideas for social, employment, survival, or academic purposes. Role-plays are similar except that the speakers often assume a certain part in a designated situation to practice specific language. Role-plays tend to be somewhat more contrived than open conversations, but they are very useful for practicing certain language.
Communication Activities: Conversation and Role-Play
Conversation activities often involve exchanging information or ideas for social, employment, survival, or academic purposes. Role-plays are similar except that the speakers often assume a certain part in a designated situation to practice specific language. Role-plays tend to be somewhat more contrived than open conversations, but they are very useful for practicing certain language.
Speaking strategies
When communicating with others, speakers in real life make use of many different strategies in order to be understood. Among these are turn taking, rephrasing, providing feedback, and redirecting (Burns and Joyce, 1997). It is beneficial to include a strategy in each speaking activity.
When communicating with others, speakers in real life make use of many different strategies in order to be understood. Among these are turn taking, rephrasing, providing feedback, and redirecting (Burns and Joyce, 1997). It is beneficial to include a strategy in each speaking activity.
It's often helpful to show examples of the language first in a dialogue. For example, the strategy of "interrupting" might include expressions such as "Excuse me…" and "Pardon, but can I just add something here?" This can be followed by a more controlled role-play exercise before expecting students to be able to incorporate the language in freer conversation.
TYPES OF SPEAKING STRATEGIES
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agreeing and disagreeing
asking for and giving an opinion clarifying hedging interrupting |
negotiating / working toward a consensus
providing feedback redirecting rephrasing turn taking |
Fluency vs. accuracy in speaking activities
Speaking activities can be semi to very communicative. Unless grammar or pronunciation is the focus of the lesson or is included in the objective, accuracy should typically take a secondary role to fluency. Students who think too much about the language and monitor themselves too closely will have trouble communicating effectively and lack the confidence it takes to be understood.
Speaking activities can be semi to very communicative. Unless grammar or pronunciation is the focus of the lesson or is included in the objective, accuracy should typically take a secondary role to fluency. Students who think too much about the language and monitor themselves too closely will have trouble communicating effectively and lack the confidence it takes to be understood.
Activity types
Variety is also essential and it is important to choose activities that will address different learning styles. It is especially good to design activities that will get students on their feet and encourage them to think. Below is a list of possible activity types that can be used to promote conversation or create a role-play.
Variety is also essential and it is important to choose activities that will address different learning styles. It is especially good to design activities that will get students on their feet and encourage them to think. Below is a list of possible activity types that can be used to promote conversation or create a role-play.
Pair work
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In pairs, students discuss issues or exchange information.
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Group work
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In groups, students discuss issues or exchange information.
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1 Line
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Students form a line in the classroom based on personal information.
Practice or Application: Students are asked to form a line in the classroom based on the month and the day they were born, with the beginning of the line being January 1 and the end December 31. Students will have to ask one another for their birthdays so they see where they fit in the line.
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Inside-outside circle
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Students form two circles, one inside the other with an equal number inside and out. The circles face one another. Individuals carry on a conversation or a role-play with the student they are facing. The instructor will stop the conversation after a given time and ask one circle to move so new partnerships are created.
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Situation Cards
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In pairs or small groups, students perform role-plays based on given situations and roles assigned on the cards.
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Unknown Partner
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Students discuss an issue or to exchange information with someone they don't know or who they know little about.
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Corners
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Students go to different corners of the room based on a preference and then discuss their preferences in a group. They might be given questions to discuss.
Practice or Application: Students are asked their preferences about what they might do in their free time. The instructor and students come up with four categories (for example, movies, sports, TV, family outings). Students are then instructed to go to the corner that best describes their preference.
For the movie corner, for example, students could discuss the following questions and also practice turn-taking skills.
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Jigsaw
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Students are asked to learn about one portion of a topic well and become an expert. Then they are asked to share with others who are experts about another portion of the topic. They continue speaking to students until they have learned about the entire topic.
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Roundtable
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In a group, students take turns sharing an idea, opinion, or a response until all the students have spoken.
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Storytelling
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One student starts a story by telling a portion to the group. Then the next student in the group adds to it. This goes on until all students have added to the story or until there is a natural ending. Sometimes, pictures can be used to stimulate ideas.
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Chapter 4
Cooperative Learning and Problem-Solving Activities
In order to develop speaking skills, it's important to give students activities that allow them to concentrate on meaning and not on the language itself. Using language in this way mirrors speaking outside of the classroom. One of the most effective ways to do this is to pose an open-ended question that requires students to work together to resolve a problem.
When students work together to come up with a solution to a problem, they are working cooperatively. They use structures and vocabulary they've learned as well as many of the speaking strategies mentioned earlier.
COOPERATIVE LEARNING AND PROBLEM-SOLVING ACTIVITIES
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Consensus
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In groups, students come to a consensus about a problem or issue. During the course of the activity, they might have to rank data, resolve a problem, or state opinions about something related to the context of the lesson.
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VENN Diagrams
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In pairs, students discuss similarities and differences between two people, things, or ideas. The area where the circles connect is for similarities.
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Johari Squares
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Johari squares are similar to VENN diagrams. However, there is a fourth section for noting that neither person, thing, nor idea shares the characteristic.
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3-Step Interview
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Students work in groups of four to interview their teammates about a given topic. Student 1 speaks to student 2 while student 3 speaks to 4. Next, students 1 and 2 speak to students 3 and 4. Finally students report what they have learned to the entire group or class.
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Simulations (to be covered in a future lesson on application activities)
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Simulations are extended role-plays in which students develop a skit or idea over an extended period of time, usually in a group. For example, students might take the role of a person who is on a hiring committee and develop interview criteria and questions. The project might culminate with a series of simulated real-life job interviews.
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Projects (to be covered in detail in a future lesson on application activities)
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Projects can be developed to solve a problem or to accomplish a task of some sort. The end result usually includes a product of some sort and students make a presentation.
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There are challenges associated with using cooperative learning techniques in the classroom. Some students are uncomfortable working in groups and might resist participating. Those who tend to be more introverted might be intimidated by students who take control.
The best way to address these issues is to do the following:
- Provide students with strategies for working in teams. Make sure there are various responsibilities for team members. Assign a leader, a timekeeper, a reporter, and a secretary. Each should perform their responsibility to accomplish a given task. If it isn't possible to put students in groups of four, responsibilities will need to be adjusted.
- Be careful to establish groups that are equitable. This might involve grouping students who are similar together or ensuring that all groups are equally diverse.
- Establish a positive learning atmosphere in the classroom. Recognize the value of all answers/solutions provided by students, even if you personally disagree with them.
Chapter 5
Building Community
Inviting interaction and building community
There are several ways to encourage interaction and community in the classroom.
There are several ways to encourage interaction and community in the classroom.
- Organize your classroom: Put desks in circles or group them in such a way that students face one another. Circular tables for four or five students are ideal for interaction.
- Lower anxiety: Students should feel free to communicate. Overcorrecting or focusing attention on the negative instead of using positive reinforcement can intimidate students and inhibit performance. Offering encouragement can be done while continuing to challenge students.
- Assign roles: The instructor can identify student roles clearly and give students and groups of students different responsibilities such as erasing the board, setting up technology, passing out papers etc. As mentioned in Chapter 4, students can also be assigned a role (leader, timekeeper, etc.) each time they work in groups to complete a task. Roles can change each time.
Speaking is an essential part of any ESL/EFL classroom. In this lesson, we discussed several ways to develop speaking in the classroom.
- In the presentation and practice stages of a lesson, provide students with the language (structures, vocabulary, strategies, etc.) that they will need to participate in speaking activities. The language may be presented through drills and dialogues, especially at the lower levels.
- Promote conversation and freer communication (in the practice and application stages of a lesson) by introducing a variety of activities.
- Incorporate cooperative learning and problem-solving activities to foster fluency and encourage participation.
- Establish a sense of community in the classroom by promoting student interaction, reducing anxiety and assigning classroom responsibilities.
Role-play is a useful task but interrupting is for hige level, Using language in this way mirrors speaking outside of the classroom. corner I leke it and jigsaw neef much time.
ResponderEliminarStudents are more apt to speak and practice when they feel comfortable with in class, this is good but 50 students is impossible listen.
The language may be presented through drills and dialogues, especially at the lower levels, i agree but this text tell about the small group, and I like know How teach 40 tudents.
CHAPTER: 3, 4 AND 5
ResponderEliminarAccording to the texts all speaking activities demand that students have confidence in themselves and they feel comfortables in all activities.
For this reason it´s very important to create a positive learning atmosphere and a good cooperative working environment where everyone is involved and everyone has responsabilities.
On the other hand we as teachers have to choose activities according our students´learning style in order to develop speaking skills in them. In addition we can use conversation, role-play and openeded questions for encouraging to students participate in the class or team work etc., and they can use their own speaking strategies when they exchange personal information or they express some ideas.
EMMANUEL GUADARRAMA NAVA
ResponderEliminarSo, if we are talking about the use of speaking once again we must talk about students´ capacity to accomplish this kind of tasks.
From my point of view this kind of strategies, both of them conversation and role play are helpful in order to perform certain speaking practices, nevertheless, we have to apply them according level of students and gradually, for instance, conversational method would be done better in students of intermediate level because in that respect, they would be able to create their own speech and communicate it orally.
Moreover, the use of role play would be used well by students in elementary lessons because students still need teacher´s intervention to get self-confident and we have to remember that the first approach is the most important, so we cannot leave students in these levels to create conversations directly, we must provide them pre-designing speaking activities.
According to education focuses, as teachers we must create certain environments to promote cooperative learning. Communicative approach requires cooperative learning to improve skills effectively, we must promote with students through the use of social practices of language in order to represent real environments of communications apart from providing challenge actions to improve the skills to solve troubles, and in this case, it would be focused on communicative ability.
Organizational patterns must be done by teacher correctly and it would include responsibility equally for students and one strategie to recognize their potentialities and of course opportunity areas in order to attend them and improve the skill studied. We have to remember there are students who do not enjoy working in groups, so we have to allow them work individually or if it is not possible, provide them certain responsibility into the team, being leader or responsible to recover evidence. At the same time variability in the classrooms must be consider developing a wide repertory of strategies and dynamics which try to satisfy learning in its several styles.
In addition, To promote a meaningful knowledge is necessary to create appropriate environmental conditions where interactions must be the most important factor to produce and interchange motivational communicative patterns. Finally, students must perceive that communicational approach of use of language is showed through active and real practice and not only in a selective response, in that respect as teachers we are the responsibility to develop an accurate assessment device to have information about progress and how we can help students to achieve the purposes of the use of an ESL.
chapter 4
ResponderEliminarAdriana Chavez Alfaro
hello miss:
In this chapter I identify as some of the marking estrategiasa I use them in my lesson plan, however there issues not taken into account at the time of carrying out the lack of theoretical support, but surely this chapter I serve to my next practice of Carrying out
chapter 5
ResponderEliminarAdriana Chavez Alfaro
I remember that one of the major successes in teaching language unasegunda here (English) in high school is the students' motivation to learn it in a way that INTRINSIC, however the role of the teacher plays a very important part of it.
which students feel comfortable and feel a confidence in the classroom is important and generates the master, so in this chapter I can add that the proposed reading activities that are important Suggest us what worries me is that I have first to generate confidence in me so that it can convey to students is one of the great weaknesses I have.
Maria del Rocio Gutierrez Tenorio
ResponderEliminarCommunication activities
Chapter 3
Communication Activities: Conversation and Role-Play
When communicating with others, speakers in real life make use of many different strategies in order to be understood.
Fluency vs. accuracy in speaking activities
Speaking activities can be semi to very communicative. Unless grammar or pronunciation is the focus of the lesson or is included in the objective, accuracy should typically take a secondary role to fluency.
Variety is also essential and it is important to choose activities that will address different learning styles.
Maria del Rocio Gutierrez Tenorio
ResponderEliminarChapter 4
Cooperative Learning and Problem-Solving Activities
It is important to give students activities that allow them to. When they use structures and vocabulary they've learned as well as many of the speaking strategies mentioned earlier. Some students are uncomfortable working in groups and might resist participating.
For the work, we need provide students with strategies for working in teams. Make sure there are various responsibilities for team members. Assign a leader, a timekeeper, a reporter, and a secretary.
Maria del Rocio Gutierrez Tenorio
ResponderEliminarChapter 5
Building Community
Students are more apt to speak and practice when they feel comfortable with in class.
There are several ways to encourage interaction and community in the classroom.
Speaking is an essential part of any classroom
In the presentation and practice stages of a lesson, provide students with the language (structures, vocabulary, strategies, etc.) that they will need to participate in speaking activities.
The teacher gives the students a lot of strategies for the oral strategies
chapter 1
ResponderEliminarAdriana Chavez Alfaro
hello teacher
in my personal opinion, is that reading helps us create speech activities within the classroom however, the above point about the teacher who lost control is what often happens to me and I think it's because I have good set out the steps that we mentioned reading.
Comparing my class where I use this skill and reading I can see that there are times that the activity start with what should be the final activity.
chapter 2
ResponderEliminarGuille teacher publishes chapter 2 reviewing the blog yesterday but appears not to publish it again here.
focusing within the activities within the classroom is important to strategies that help us improve this practice though I think there are deficiencies within it.
chapter 2
ResponderEliminarGuille teacher publishes chapter 2 reviewing the blog yesterday but appears not to publish it again here.
focusing within the activities within the classroom is important to strategies that help us improve this practice though I think there are deficiencies within it.
adriana chavez
chapter 4
ResponderEliminarthis chapter is interesting, although i think it´s unreal because in a classroom we have a lot of students and sometimes students don´t know work in teams and when the teacher says that they have to work in pairs or teams and assign roles only some students work and all the rest wait until te rest end the work.
chapter 5
ResponderEliminarin an english class is important that students are motivated to participate and the teacher is the resposable of create a nice environmentt into the classroom why the teacher have to consider all the students and to do they fell confortable in the class.
ANA ELZIABETH MILLAN
ResponderEliminarCHAPTER 3, 4 AND 5:
ACCORDING TO THE TEXTS, IS VERY USEFUL EACH ORAL STRATERGIE FOR WORK WITH YOUR Ss BECAUSE ALL SPEAKING ACTIVITES DEMAND THAT YOU HAVE TO MAKE FEEL THE Ss CONFIDENCE IN THEMSELVES AND COMFORTABLE IN EACH ACTIVITY YOU DO.
FOR THIS REASON IT'S VERY IMPORTANT TO CREATE A LEARNING ENVIORENMENT AND INVOLVED TO ALL THE Ss
Chapter 4
ResponderEliminarPosted by yaritza garces
I think those ideas in general are good... but in our classrooms are dificult to do... because many factors like: time, spaces, resources and a big number of students complicate make those activities..
But with a good planification those options can
be a funny and interestant way to learn english...
be a funny and
chapter 3
ResponderEliminarThis chapter is very impotrant and interesting to develop the comunication and in the classroom us face a lot of complications the communicative approach requires cooperative learning to improve skills effectively, we must promote with students through the use of social practices of language in order to represent real environments of communications apart from providing challenge actions to improve the skills to solve troubles, and in this case, it would be focused on communicative ability.
chapter 4
I think that is important recognize the activities that allow, but too permit work because sometimes the teacher think that is easy however not is the better.
chapter 5
the most importan about this text is that the student should make interac with other people to be better and learn english more easy
by maribel de la o
Chapter 4
ResponderEliminarPosted by: yaritza garces santacruZ
We as a teachers need create an environment of respect and our students need learn to work in teams... work in teams could be a good strategy for teachers... it imply search games or activities who promove colaborative ways to work and learn in our classroom...
ARIADNA NEIDHART
ResponderEliminarCHAPTERS 2, 3 AND 4
It is true that speaking can be difficult for students at secondary school, is normal also because it's a new and strage language for many of them.
As a personal experience I can say that we could make speaking easier to develop with our students how? well the strategies mentioned in the readings are really good! and there are many others, but it is very important that teachers take account the students likes and dislikes when planning to make the students participation easier, I've seen in my teaching practices that for students is easier to do adn wokr with activies that they like.
Thnaks for the information... veeery useful :)
CHAPTER: 3, 4 AND 5
ResponderEliminarAccording to the texts all speaking activities demand that students have confidence feel comfortables in all activities.
It´s very important to create a positive learning atmosphere and a good cooperative working environment where everyone has responsabilities.
On the other hand we as teachers have to choose activities according our students´learning style in order to develop speaking skills in them. C.D.C.G
Chapter 5
ResponderEliminarPosted by: yaritza garces santa cruz
We work better when we are confortable with the environment... our classmates... and when we are motivate and interested ... our job as teachers go beyond to learn english gramatic and structure... our students require our disponibility to create a space in witch they can feel part of the class...
ADOLFO RAMIREZ GARCIA
ResponderEliminarsince my point of view those kind of strategies are really usefull on a english class.
agreeing and disagreeing; giving different points of view for everyone
asking for and giving an opinion; this activitie could be really interesting in order to know what do the students think
clarifying; different dubs that students could have during a class
hedging; most of the students know a lot of information about many things and that could be an advantage for the teacher to use in class
interrupting; sometimes could be unexpected doing this activity to broke the ice
negotiating / working toward a consensus; this activity is a very good option to get some information or some participation of them;
providing feedback; after of an activity it´s really important to do a feedback of the topic before given, thus we can see what can we improve to do more understandable the class
redirecting; sometimes students can be confused about the topic and we have to look for a correct strategy to the students
rephrasing; of an idea that was confused at the beginning but with a rephrasing could make easier understand
chapter 3
ResponderEliminarIt is important that the teachers motivates students in the classs with activities interesting, conversations, role plays, and others and give a objective to each activity.
chapter 4
Teachers have to make activities that let students participate in diferent ways individual, in teams or with classmates, interaction is important for learn english
chapter 5
Some students are shy or quiet and need teacher motivates them to work, teacher has to help the group to particapate and teache values to work better in class.
Jorge Alberto Mejia Suarez
teamwork is an indispensable tool for us as teachers, for that reason we must create a collaborative work environment for students to develop their skills together.
ResponderEliminarbesides the teacher must create strategies that encourage integration and participation of students as a working group
Chapter 3
ResponderEliminarCommunication is the foundation to interact with different people giving and getting information, but within a classroom students are always afraid to speak and for them is more difficult in English because some students are concerned about the prayers and well-structured pronounce each of the words.
We mentioned some reading activities to integrate the group and achieve the goal that the interaction is through speaking a line, circle Inside-outside, Situation Cards, Unknown Partner, Corners, Jigsaw and Roundtable.
Nancy korina
Chapter 4
Communication through the development are obtained in different skills students need to achieve the integration of groups equally, to make it easier to identify the skills of each of them for this role must be assigned to each of the team members so that everyone can participate equally and not be intimidated by the students more involved.
Nancy korina
Chapter5
The environment in which they develop communication activities must be nice for students to feel confident and can talk about their experiences with other students besides that usually motivator for them.
Nancy korina
CHAPTER 3
ResponderEliminar-FLUENCY MAY IN MANY COMMUNICATIVE LANGUAGE COURSES BE AN INITIAL
-ACCURACY IN LANGUAGE INVOLVES GRAMMAR, PHONOLOGY AND ALL KIND OF ASPECTS, AS DESPITE OF FLUENCY, WHICH IS RETERED TO THE WAY YOU SPEAK.
CHAPTER 4
AS AN ENGLISH TEACHER, TO DEVELOP THE SPEAKING SKILL IS NECESSARY THAT THE TEACHER STABLISH SECURITY TO OUR STUDENTS AND RESPECT WITH THE OTHER STUDENTS WHEN THEY WILL HAVE A PARTICIPATION INTO THE CLASSROOM, AND OBVIOUSLY IN THE CLASSS.
THIS SKILL IS DIFFICULT FOR THEM, SOME REASONS ARE THAT I WROTE BEFORE, THE PARTICIPATIONS ARE NOT EASY FOR THEM OWING THAT THEY ARE NOT VERY SECURITY OF THEMSELVES.
CHAPTER 5
TEACHER HAS TO ORGANIZE THE CLASSROOM, ADAPT THE CLASSROOM FOR THE STUDENTS´ KNOWLEDGE, INCLUDING DIDACTIC MATERIAL AND INTERESTING MATERIAL.
ALL OF THESE POINTS ARE VERY IMPORTANT FOR THE PARTICIPATIONS AND INTERACTION OF OUR STUDENTS.
ANOTHER POINT IS THAT THE TEACHER HAS TO PAY ATTENTION IN THE PRONOUNCIATION OF THE STUDENTS AND TRY TO CORRECT THAT MISTAKES BUT A GOOD WAY.
BY: LILIAN YANEL PICHARDO MEJIA
According to chapters, i think is very important to follow the steps for writing in the correct way, because sometimes we used to write as we talk, and in my opinion it is not too good. For that reason we should think more in our promts. The writing process said that in the first step we should assessing the assignment, means the purpose to the writing, the main idea. Then, the reading said as an advice that as a brainstorming we should do a free writing in order to organazing your ideas. After that we can write a first draaft and then, you can revising and editing.
ResponderEliminarAna Elizabeth Millán Meza
According to the texts all activities demand that students have confidence in themselves and they feel comfortables in all activities. For this reason it´s very important to create a positive learning atmosphere and a good cooperative working environment where everyone is involved and everyone has responsabilities. The teachers have to choose activities according our students´learning style in order to develop skills in them. In addition we can use conversation, role-play and openeded questions for encouraging to students participate in the class or team work etc., and they can use their own speaking strategies when they exchange personal information. C.D.C.G
ResponderEliminarhttp://chikitabebe.weebly.com/
ResponderEliminarlore, chio y adri
By Emmanuel Guadarrama
ResponderEliminarIn these reading I could get it is really prominent to provide student chances to use English Language effectively, in an active way. In that respect will be necessary to put methodologies in practice which have as basis interactive work among students.
As Douglas Brown says: “affective factors determine how a person accomplishes a task using L2”, with any doubts we must recognize that cooperative work is a helpful tool to try to reinstore breakdowns or difficulties when a spoken affair is being developed. Thus, through cooperative work, having as basis a specific subject (based on students´ interests) students will have major self-confident sharing personal principles or discussing their favorite affairs.
On the other hand, as educators, monitoring cooperative work is a bit hard to be controlled and assessed this is why we must start with a good organization. This organization ought to involve students´ participation equally, and promote a responsible attitude that helps them to enhance their performance and establish a continuous monitoring about how they are taking part in task accomplishment (how they can improve, bearing in mind errors, and so on) and overall, as leaders in teaching practice, not to correct students badly.
In addition, teacher is in charge of organizing learning environments. Such conditions include: an attractive organization of the classroom (physical constituents), a coherent organization in teaching methodology (activities, tasks or assignments according to student´s interests and cognitive conditions) and a distribution of responsibilities (roles in students like leaders, work between colleagues). All these features must assure purposes achievement and an autonomous stance in students, product of a continuous or permanent interaction: teacher-students, students-students and students-teacher.