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MODULE 5: PLANNING ACTIVITIES (BALANCING ACTIVITIES (FLUENCY DEVELOPMENT…
MODULE 5:
PLANNING ACTIVITIES
CONTROLLED vs. FREE PRACTICE ACTIVITIES
CONTROLLED PRACTICE
Purpose: help Ss internalize language
-> understand, know how and when to use it, opportunity to produce it
Nature: very repetitive -> Ss bored and lost interest
--> Advice for T: have variety, appropriate timing
Examples: Drills, gap-fill, sentence completion, quizzes, games, tests, information search, dictation
Focus on Accuracy
FREE PRACTICE
Purpose: help Ss use a wide range of English as naturally as possible --> authentic language
Examples: role-play, discussion, diary, project
Focus on Fluency
Nature: free of teacher's direct guidance and mistake correction, requires careful planning and set-up
T should:
monitor the class and the activity
move around & listen
provide feedback (encouragement, pointing out errors,...)
ACCURACY VS FLUENCY
Activities focusing on fluency
Reflect natural use of language
Focus on achieving communication
Require meaningful use of language
Require the use of communication strategies
Produce language that may not be predictable
Seek to link language use to context
Activities focusing on accuracy
Reflect classroom use of language
Focus on the formation of correct examples of language
Practice language out of context
Practice small samples of language
Do not require meaningful communication
Control choice of language
BALANCING
ACTIVITIES
MEANING-FOCUSED
INPUT
Eg. extensive reading, shared reading, listening to stories, watching TV or films, or being a listener in a conversation.
Learning through listening & reading -> using language receptively
Conditions:
Most of the materials are familiar
Ss are interested in the input
Only a small proportion of the language features are unknown
Ss can gain knowledge of the unknown items using content clues and background knowledge
Large quantities of input
MEANING-FOCUSED
OUTPUT
Learning through speaking & writing
-> using language productively
Eg. talking in conversations, giving a speech or lecture, writing a letter, writing a note to someone, keeping a diary, telling a story, instructing someone
Conditions: similar to meaning-focused input
LANGUAGE-FOCUSED
LEARNING
The deliberate learning of language features (pronunciation, spelling, vocabulary, grammar, discourse)
Eg. pronunciation practice, using substitution tables and drills, learning vocabulary from word cards, intensive reading, translation, memorising dialogues, getting feedback about writing
Should only constitute around 1/4 of the course time
Conditions:
Ss pay deliberate attention to language features
Ss process the language features in deep and thoughtful ways
Opportunities to give spaced, repeated attention to the same features
The features studied should be simple and not dependent on developmental knowledge that the learners do not have
The features studied should occur often in the other three strands of the course
FLUENCY DEVELOPMENT
Involves all the four skills of listening, speaking, reading
Eg. Speed reading, skimming and scanning
Conditions:
All of the materials are largely familiar
Ss’ focus is on receiving or conveying meaning
There is some pressure or encouragement to perform at a faster than usual speed
Large amount of input or output
What's NOT a fluency development activity?
It involves unknown vocabulary
It focuses on language features
It doesn't involve speed
Should make up 1/4 of the course time
MECHANICAL, MEANINGFUL, AND COMMUNICATIVE PRACTICE
MECHANICAL PRACTICE
A controlled practice activity which students can successfully carry out without necessarily understanding the language they are using
Eg. repetition drills, substitution drills
MEANINGFUL PRACTICE
An activity where language control is still providedbut where students are required to make meaningful choices when carrying outpractice.
COMMUNICATIVE PRACTICE
activities where practice in using
language within a real communicative context is the focus, where real information is exchanged, and where the language used is not