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Appropriation Activities Reading Aloud (Up) & Dialogue (Down), [Link…
Appropriation Activities
Reading Aloud (Up) & Dialogue (Down)
:check: Reading aloud is the natural 'next step' between writing and speaking.
:pencil2: Analogous
:red_flag: Providing a secure framework within leaners can focus on lower level features of talk, pronunciation, without pressure.
:pencil2: Scaftholding
:red_flag:( see below )
Learners having to cope on their own without the security of the written text.
:check: Do a writing task then read aloud.
A dialogue that written can be rehearsed
in pairs and then present to the class.
:<3: Perform the dialogue without resource to the written text, and it will be an incentive both to rehearse it thoroughly and commit some it to memory
:check: Reading aloud can be a trial for listeners.
Readers tend to overlook the importance of the suprasegmental features of pronunciation
:<3: Stress and intonation in particular:
to easing the processing load of listeners.
It is helpful if learners first mark onto their script the main stressed words and divided each utterance into meaningful chunks.
"Sound Scripting Technique" by Mark Powell:
Give the learners a short text to 'chunk' - i.e, to decide where pauses would naturally fall, and with what effect.
Learners then highlight the stressed words in each chunk, especially where these serve to make a contrast
Learners then indicate the sequences of words which could be emphasized by a slower, more deliberate delivery. If they are working on the text on a word processor they can space these words out accordingly.
Learners practise delivering the prepared text and then perform the same operations on a text of their choice.
:check: Reading aloud is inauthentic language activity
:pencil2: Painful experience listening to someone reading a text aloud that they barely understand.
:red_flag:The first criticism:
There are many classroom activities that do not directly.
For example, dictation.
:check: Quality of reading aloud can be vastly.
:red_flag: Improved if learners are already familiar with the text
DIALOGUE
Teacher takes role A- Student 1 takes role B
Student 2 takes role A- Teacher takes role B
Student 3 takes role A- Student 4 takes role B (open pairs)
Students in closed pairs take roles and B, and then switch roles
Selected students enact the dialogues in front of the class
WAYS OF EASING THE MEMORY
1. Items on board
Having isolated, from a taped dialogue, and drilled a number of expressions (e.g: how do you say?) the teacher writes these on board and leaves them there as learners attempt a speaking activity
2. Chunks on cards
Learners work in pairs to have a dialogue and each has a set of cards with useful expressions on them such as
by the way
. The idea is to include as many of these features into the conversation as naturally as possible as it develops, adding the card to a discard pile each time it is used.
3. Memorizing scripts
Learners can prepare for this kinds of encounters by learning the script (any plausible variations). One way of doing this is first to ask them to order a jumbled dialogue.
For example:
Thank you very much.
Excuse me?
You're Welcome
4. Picture & Word Cues
To ease the memorizing load
Word prompt and drawing can be use as the dialogue script
5. Flow-Diagram Conversations.
Involving dialogue in the speech acts.
In pairs, perform the dialogue by going through the flow of chart.
Also, students can listen of a dialogue and choose the flow.
6. Conversational "Tennis"
Encourage higher level of interactivity between students-students talk.
7.0 Disappearing Dialogue
Sentence is written on the board and students read it out loud.
Teacher slowly erase word by word and until the whole sentence is remove.
The dialogue has moved from the board into the students memory by the end of the activity.
8. Dialogue building
The dialogue is not presented to the learners but is elicited , line by line , using verbal and visual prompt.
Stages of the process of building dialogue are :
1.
Establish the situation using drawing on the board
Ask a question to elicit the situation based on the drawing (Whea are they? What are they doing? Where are they?)
2.
Having established a context and a purpose of exchange.
Depending on level of students and predictability of the dialogue, it can be made in advance pr it can simply be constructed organically.
-The exact combination of preparation and spontaneity will depends on teacher teaching style and experience.
3.
Teacher start eliciting the first line of the dialogue.
Students repeat the line a few time, individually and in a group.
Teacher will correct the part that need to be help whether in intonation, stressing and so on.
4.
teacher elicit another idea for second dialogue and helps shapes and correct the class suggestions
5.
Now two lines are put together (Building Dialogue).
Teacher and and individual students practice the two line exchange before "open" it to the class.
6.
This process continues until the complete dialogue has been built up
Each line laid out and drill using pictures or word prompt as memory aids.
It may overstretch the student's memory, patience if the dialogue is too long.
7.
Finally 2 students are chosen to act out the dialogue in front of the class.
In order to encourage spontaneity and creativity, teacher could introduce "blocking elements" by elicited back the dialogue from the students and write it on the board.
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