Grammar Techniques
1. Using Charts
Charts and graphs are useful devices for clarifying relationships.
2. Using objects
3. Using maps and other simple drawings
Maps, make for practical and simple visual aids in the classroom. Useful for jigsaw, information gap, and other interactive techniques, they can also serve to illustrate certain grammatical structures. For example, maps can stimulate learners' use of
• prepositional phrases (up the street, on the left, over the hill, etc.)
• question formation (where, how do I get to, can you tell me, is this, etc.)
• imperatives (go, walk, look out for, etc.)
4. Using dialogues
Dialogues are of course an age-old technique for introducing and practicing grammatical
points.
5. Using written texts
At the very simple, mechanical level, a text might be used to get at a certain verb tense.
LECTURE 7. TEACHING SPEECH ACTIVITIES.
Plan:
1. Types of Spoken Language.
2. What Makes Speaking Difficult?
3. Microskills of Oral Communication
4. Types of Classroom Speaking Performance
5. Principles for Designing Speaking Techniques
Types of Spoken Language
In beginning through intermediate levels of proficiency, most of the efforts of students in oral production come in the form of conversation, or dialogue. As you plan and implement techniques in your interactive classroom, make sure your students can deal with both types of dialogue and that they are able to converse with a total stranger as well as someone with whom they are quite familiar.
What Makes Speaking Difficult?
1. Clustering
Fluent speech is phrasal, not word by word. Learners can organize their output both cognitively and physically (in breath groups) through such clustering.
2. Redundancy
The speaker has an opportunity to make meaning clearer through the redundancy of language. Learners can capitalize on this feature of spoken language.
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